臺北市高齡學習者學習參與、社會支持及其幸福感之研究

陳偉倫

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臺北市高齡學習者學習參與、社會支持及其幸福感之研究

The Study of Learning Participation, Social Support, and Well-being for Elderly Learners in Taipei city

陳偉倫 , Masters　　Advisor：李藹慈　　

繁體中文

高齡學習者；學習參與；社會支持；幸福感； elderly learner ； learning participation ； social support ； well-being

Abstract │ Reference (127) │ Altmetrics

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The main purpose of this study was to explore the predictive ability of elderly learners (in Taipei) to well-being from their learning participation and social support. Questionnaire survey was used to investigate elderly learners aged over 55 in Taipei city. Of 474 questionnaires 338 valid were collected. Data was then examined by descriptive analysis, one-way ANOVA and Pearson product-moment correlation analysis and regression analysis. The conclusions are as follows:
1.	In average, elderly learners in Taipei city spend 5.36 hours per week participating in learning and have participated in it for 3.82 years; they attend the course of their interests and demands the most, followed by sports and health courses but with only ordinary sense of well-being.
2.	Elderly learners who are divorced or separated spend more time learning than married or widowed ones, while married ones have higher sense of well-being than unmarried ones.
3.	Elderly learners of over 76 years receive more emotional support from learning participation than those aged 66-75; they also receive more tangible assistance than those aged 55-75. 
4.	Elderly learners with good health condition receive more emotional support than those with general condition; they also have higher well-being than those with general or poor health condition.
5.	Elderly learners in Taipei City who spend more than 11 hours participating in learning have higher sense of well-being than those who spend 10 hours or less.
6.	Background variables of Taipei’s elderly learners ,including gender, age, marital status , education, economic status, health status, and living status, have the highest predictability to well-being, accounting for 23%, with social support from learning participation coming the next (17%), followed by learning participation the last, which is 6%.
7.	Health status, weekly time spent on learning participation and social integration in class are indicators that are most capable of predicting well-being.

Keyword: elderly learner, learning participation, social support, well-being

Reference ( 127 ) 〈TOP〉

王順節（2011）。台灣成人非正規學習參與成效及未來需求之研究（未出版之碩士論文）。國立暨南國際大學，南投縣。
連結：
江穎盈（2009）。大學生的生活壓力、社會支持與生命意義之研究（未出版之碩士論文）。國立政治大學，臺北市。
連結：
吳友欽、李嵩義（2012）。高雄市國中小補校高齡學習者社會支持與幸福感關係之研究。樹德科技大學學報，14（1），1-28。
連結：
吳佳玲（2009）。臺北縣國民小學退休教師社會參與及幸福感關係之研究（未出版之碩士論文）。國立臺灣師範大學，臺北市。
連結：
吳珩潔（2002）。大台北地區民眾休閒滿意度與幸福感之研究（未出版之碩士論文）。國立臺灣師範大學，臺北市。
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