本研究旨在探討新北市國小教師兼任行政人員角色壓力、幸福感與組織承諾之關係，並分析不同個人背景變項在角色壓力、幸福感與組織承諾上的差異情形，進而探討角色壓力、幸福感與組織承諾的相關性及角色壓力、幸福感對組織承諾的預測力。透過問卷調查法，以新北市國小教師兼任行政人員為對象，共發出576份問卷，問卷內容包括背景變項問卷、角色壓力問卷、幸福感問卷與組織承諾問卷。回收有效問卷518份，可用率為89.93％。資料統計分析上使用描述性統計、獨立樣本t 檢定、單因子變異數分析、皮爾遜積差相關、逐步多元迴歸分析等方法。 本研究結論如下： 一、新北市國小教師兼任行政人員在整體角色壓力之感受為中等，三層面 中以角色過度負荷感受最大，角色模糊感受最小。 二、新北市國小教師兼任行政人員在整體幸福感之感受為中上程度，四層 面中以樂觀表現感受最大，身心健康感受最小。 三、新北市國小教師兼任行政人員在整體組織承諾之感受相當高，三層面中以努力意願感受最大，留職傾向感受最小。 四、新北市國小教師兼任行政人員個人背景變項在角色壓力、幸福感與組織承諾各層面感受有所差異。 五、新北市國小教師兼任行政人員知覺角色壓力、幸福感與組織承諾相關 有所差異。 六、新北市國小教師兼任行政人員知覺角色壓力與幸福感中以「工作成就」對組織承諾最具預測力。 最後，本研究根據以上結論，分別針對教育行政機關、市立國小行政主管、教師兼任行政人員以及未來研究者提出建議。 關鍵詞：教師兼任行政人員、角色壓力、幸福感、組織承諾 / The purposes of the study are to explore the relationship among role pressure, sense of well-being and organizational commitment of administrative teachers in New Taipei City elementary schools, to analyze the difference among role pressure, sense of well-being and organizational commitment of varied personal backgrounds, and to further examine the relativity among role pressure, sense of well-being and organizational commitment and how significantly organizational commitment can be predicted via role pressure and sense of well-being. Questionnaire survey is adopted and personal background questionnaire, role pressure questionnaire, well-being questionnaire and organizational commitment questionnaire are included. The questionnaires were distributed to 576 administrative teachers in New Taipei City elementary schools, and 518 valid questionnaires were retrieved, with 89.93% of availability. The data were analyzed with descriptive statistics, independent sample t-test, one-way ANOVA, Pearson Product-Moment Correlation and multiple stepwise regression analysis. The results of the study are as follows: 1. The overall degree of role stress among administrative teachers in New Taipei City elementary schools was at the average level, with the feeling of ‘role overload’ the highest, and the feeling of ‘role ambiguity’ the lowest. 2. The overall degree of sense of well-being among administrative teachers in New Taipei City elementary schools was above the average, with the feeling of ‘positive preference’ the highest, and the feeling of ‘mental and physical health’ the lowest. 3. The overall degree of organizational commitment among administrative teachers in New Taipei City elementary schools was very high, with the feeling of ‘hardworking intention’ the highest, and the feeling of ‘tendency to retain the job’ the lowest. 4. The variables of personal background of administrative teachers in New Taipei City elementary schools do influence the degree of their feelings of role stress, sense of well-being and organizational commitment. 5. There are differences among administrative teachers’ awareness of role pressure, sense of well-being and organizational commitment. 6. ‘Working achievement’ is the most reliable predictor to the organizational commitment of administrative teachers. Finally, based on the above-mentioned results, the study would be provided assuggestions for the educational authorities concerned, New Taipei City municipal elementary school administrators, administrative teachers and future researchers. Key words: administrative teachers, role stress, sense of well-being, organizational commitment

面對多變的時代，如何邁向未來，正向心理學所提及的心理特質，可以幫助大學生達到身、心、靈的安適。本研究旨在探討大學生在邁向未來人生中，其「用心」、「心理資本」與「心理健康」之關係。其研究目的之一：瞭解「用心」與「心理資本」能否影響不同類型的「心理健康」狀態。其研究目的之二：探討「用心」、「心理資本」、「主觀幸福感」及「憂鬱」之關係。 本研究採用問卷調查法，以大專院校學生共1,540位為對象，採用「用心評估量表」、「心理資本量表」、「主觀幸福感量表」、「臺灣憂鬱症量表」及「社會期許量表」為工具。經描述統計分析、獨立樣本t 考驗、多變量變異數分析、區別分析、結構方程式模型，得出研究結果如下： 1.大學生在用心的得分上，以「新奇產生」因素得分最高；在心理資本的得分上，以「希望」因素得分最高；在心理健康狀態的人數分布上，「大眾型」共425人，占27.6%。 2.不同性別受試在「用心」與「心理資本」有顯著差異。男性大學生在「新奇產生」與「變通性」的得分顯著高於女性大學生。女性大學生在「復原力」與「樂觀」的得分顯著高於男性大學生。 3.不同年級受試在「心理資本」有顯著差異。大一學生在「希望」的得分顯著高於大四學生。 4.不同主修領域在「用心」有顯著差異。理工醫農學群的大學生在「新奇產生」上的得分顯著高於社會科學學群的大學生。 5.「擔任志工的時間越長」與「擔任社團領導者或班級幹部」的大學生在「用心」、「心理資本」及「心理健康」上的得分顯著高於「擔任志工的時間較短」與「未擔任社團領導者或班級幹部」的大學生。 6.「幽谷型」的學生在自我效能、希望、復原力、樂觀、自我反省、體驗情緒、包容自我、新奇追求、參與、及新奇產生的得分上，顯著低於「顛峰型」的學生。 7.心理資本與主觀幸福感扮演用心對憂鬱完全中介的角色。 本研究根據資料分析結果進行討論，並對高等教育與未來研究提出建議。 / Facing a changeful time how to head for the future, the related psychological characteristic of Positive Psychology can help college students to reach the comfort in their physical, mental, and spiritual well-being. The main purpose of this study was to investigate relationships among mindfulness, psychological capital, and mental health of college students. The first goal of this study was to understand whether mindfulness and psychological capital can effect the different types of college students’ mental health status or not. The second objective of this study was to explore the relationships among mindfulness, psychological capital, subjective well-being, and depression. This study adopts a survey, comprising “Mindfulness assessment scale”, “Psychological capital scale”, “Subjective well-being scale”, “Taiwan Depression scale”, and “Social desirability Scale” of five questionnaire scales. Participants were 1,540 colleges’ students in Taiwan. The collected data are analyzed by descriptive statistics, independent samples t-test, MANOVA, discriminant analysis, and structural equation modeling. And the findings are summarized as follows: 1.“Novelty producing” factor was the highest score on “mindfulness”; while “hope” factor gets the highest score on “psychological capital” ; and “popular type” has 425 persons, occupies 27.6% on “mental health status” distribution. 2.“Different genders” of the testing have significant differences on “mindfulness” and “psychological capital”. For male college students, their testing scores on “novelty producing” and “flexibility” categories are higher than female students’; on the other hand, female students’ scores were higher than females’ on “resilience”and “optimistic” categories. 3.“Different grades” of the testing have significant differences on “psychological capital”; however freshman students’ scores were higher than senior students’ on “hope” category. 4.“Different major fields” have significant differences on “mindfulness”; however students majoring in science, medical and agriculture fields were higher than other students’ on “novelty producing” category. 5.Students as volunteers, club or class leaders get higher scores on “mindfulness”, “psychological capital”, and “mental health “. 6.“Languishing type” students score much lower than “flourishing type” students on self-efficiency, hope, resilience optimism, soul searching, experience emotional, self tolerance, novelty seeking, engagement, novelty producing, and flexibility. 7.“Psychological capital” and “subjective well-being ” play full mediator role for “mindfulness “to “depression”. This research mainly focuses on the data analyses and discussion, and finally provides suggestions for higher education and future research.

為因應高齡者參與志願服務的趨勢發展及對個人職場高齡志工的關懷，本研究旨在了解醫院高齡志工老化態度與幸福感現況，探討不同背景變項的醫院高齡志工在老化態度與幸福感的差異，並探討兩者間之相關情形，根據研究結果提出建議，以供相關單位及研究上之參考。 本研究係以研究者服務的醫學中心年滿60歲以上的高齡志工為研究對象，採用問卷調查法蒐集資料，以研究者自編的「醫院高齡志工老化態度與幸福感量表」為研究工具，共發出230份問卷，回收有效問卷218份，所得資料透過SPSS for Windows 18.0版的統計軟體，以描述性統計、獨立樣本t檢定、單因子變異數分析、雪費（Scheffe）事後檢定及皮爾森積差相關等統計方法加以分析，獲致實證結果。 根據分析結果，研究主要發現如下： 一、醫院高齡志工的老化態度呈現正向，以「老化認知」得分最高。 二、醫院高齡志工的幸福感極佳，以「社會參與」得分最高。 三、老化態度方面：不同健康狀況之醫院高齡志工其老化態度有顯著差異；在不同婚 姻狀況之醫院高齡志工僅「老化認知」層面的知覺上有差異。 四、幸福感方面：在年齡、經濟狀況與健康狀況等不同背景變項之醫院高齡志工其幸 福感有顯著差異。 五、醫院高齡志工老化態度與幸福感之間有顯著正相關。 / To Response to elderly participant in the trend of development of volunteer service, and care for personal vocational elderly volunteer, this study aimed to research the current condition of the hospital elderly volunteers in term of their attitudes toward aging and well-being of the hospital elderly Volunteers. Then we try to study on hospital elderly volunteers of different background variables in differences attitude towards aging and well-being, and find the relationship between attitude towards aging and well-being. According to the above findings, we try to provide the respective suggestions to coherent units for reference. Regarding the researchers service medical center above 60 years elderly volunteers as the research object, this research adopts the investigation method of the questionnaire. To utilize hospital elderly volunteers of attitudes toward aging and well-being questionnaire as measure tool, 230 questionnaires were sent. The final effective samples were 218. SPSS for Windows 18.0 was used in this study. By using reliability analysis, descriptive statistical analysis, independent sample t-test, one-way ANOVA, Scheffe and Pearson correlation analysis, we had good findings. According to the result of analysis, the findings were summarized as follows: 1.The attitude toward aging that the hospital elderly volunteers present the progressive orientation and the highest score to “Aging Cognition.” 2.The present condition of the hospital elder volunteer’s well-being was extremely good, and the highest score to” Social Participation.” 3.In the attitude toward aging, there are significant differences in the hospital elderly volunteer’s attitude toward aging of different health status. There are significant differences in the hospital elder volunteer’s “Aging Cognition” of different marital status. 4.In the well-being, there are significant differences in the different background variables of age, economic status and health status, such as hospital elderly volunteer’s their well-being. 5.There is apparent positive correlation between the hospital elderly volunteer’s attitude toward aging and well-being.

本研究係以「後設分析」為研究方法，共採納國內二十四篇「人格特質與教師幸福感」與「社會支持與教師幸福感」的相關研究，以探究我國當前人格特質、社會支持與教師幸福感的現況，並探討不同調節變項對「人格特質與教師幸福感」或「社會支持與教師幸福感」的相關性之影響情形，其分析結果如下： 整體人格特質與教師幸福感在隨機效果模式下，其平均效應值為0.4330，表示教師的人格特質對其幸福感具有中高程度(.10<0.4330<.50)的正向影響。然整體人格特質與教師幸福感間卻存在高異質性(Q=65.22；p<.001)，經研究結果發現，具有顯著差異的調節變項有：教師性別、婚姻狀況、教育程度以及任教階段共四項。 此外，人格特質的細部構面（神經質、外向性、開放性、友善性、嚴謹性）與教師幸福感在隨機效果模式下，除神經質對教師幸福感具有中程度(.10<|-0.3952|<.50)的負向影響外；其他人格特質，如外向性、開放性、友善性、嚴謹性等都對教師幸福感具有中至高程度的正向影響。然人格特質的細部構面（神經質、外向性、開放性、友善性、嚴謹性）與教師幸福感間卻都存在高異質性(p<.001)，經研究結果發現，具有顯著差異的調節變項有：教師性別、年齡、婚姻狀況、教育程度、任教階段以及任教地區共六項。 而社會支持與教師幸福感在隨機效果模式下，其平均效應值為0.5564，表示教師若獲得社會支持的程度愈高，其幸福感也會愈高，兩者間具有高程度(0.5564＞.50)的正向影響。然儘管社會支持與教師幸福感間存在高異質性(Q=326.45；p<.001)，經研究後，受限於所納入的資料，未能發現具有顯著差異的調節變項。 最後，根據研究發現提出具體建議，以供教師、學校、相關教育行政單位及未來研究者參考。 / The present research employs meta-analysis as methodology based on the findings of 24 researches related to both the relationships between personality trait and teacher’s well-being, and the relationships between social support and teacher’s well-being. The purpose of this study is to understand the current status of the relationships between personality trait, social support and teacher’s well-being in Taiwan. The main findings of this study were summarized as follows: Under the random-effects mode, the average effect value suggests that the mean effect size of personality trait and teacher’s well-being is 0.4330. There is a high heterogeneity between the overall personality traits and teacher’s well-being(Q=65.22；p<.001). For the relationships between personality trait and teacher’s well-being,4 moderators（i.e., teacher gender, marital status, educational level and teaching stage）have a statistically significant impacts on the mean effect size for outcomes. Under the random-effects mode, the average effect results between the detail of personality traits and teacher’s well-being suggests that in personality traits, only neuroticism on teacher’s well-being with moderate (.10 <| -0.3952 | <.50) negative impact; other personality traits, such as extroversion, openness, agreeableness, conscientiousness, etc. have a sense of teacher’s well-being moderate to high degree of positive impact. There is a high heterogeneity between the details of the personality traits and teacher’s well-being(p<.001). For the relationships between The detail of the personality traits and teacher’s well-being, 6 moderators（i.e., teacher gender, age, marital status, educational level, teaching stage and teaching area）have a statistically significant impacts on the mean effect size for outcomes. Under the random-effects mode, the average effect value suggest that the mean ESs of social support and teacher’s well-being is 0.5564. Although there is a high heterogeneity between social support and teacher well-being (Q = 326.45; p <.001). Due to limitations of the study, there shows no significant difference on moderator variables The findings not only provide helpful information to teachers, schools, education authorities, but also generate practical suggestions for future studies.

人生在世，無不期望幸福，而目標的達成是一個人幸福的來源。從文化與自我相互建構的觀點，不同文化下的人擁有不同自我建構（獨立自我vs.相依自我），而追求不同的目標，因此其幸福感的來源基礎應當有所不同。過去的文獻都指出，華人社會是一個集體主義的社會（相對於北美的個人主義），華人的自我是一種相依式的自我；與他人的相融和諧應當是華人重要的幸福感來源。然而，筆者假設：在文化交流頻繁的情況下，當代華人應當同時具有兩種自我建構的特色，一方面，獨立自我可能透過整體自尊而獲得其幸福感，相依自我則以與他人的相融和諧為其幸福感來源。筆者也對自尊的概念作一初步的釐清，認為相融和諧也可以成為個人整體自尊來源，進而影響個人主觀幸福。筆者讓425位參與者接受自我建構（包括獨立自我與相依自我）、整體自尊、相融和諧、以及主觀幸福感（包括生活滿意、正向情緒、負向情緒）等量表的施測，結果發現：當代以台灣為代表的華人，確實兼有相依自我與獨立自我建構的特色，而徑路分析的結果也支持了前述的假設。本研究也發現：自我建構量表的因素分析結果，獨立自我的部分可以抽成兩個因素，一為自我表達，一為追求獨立；進行階層迴歸分析後，發現除了相依自我外，善於自我表達也是有助於與人相融和諧的因素。最後，筆者除了對本研究的反省與限制作一討論外，也提出一些未來可能的研究方向。 / Subjective well-being (SWB) or happiness, which is acquired from achieving one’s goals, is the ultimate motivator for all humans. The theory of self-construals states that people from different cultures have different self-construls (independent vs. interdependent), and pursue different cultural imperatives or everyday life tasks (goals). It has been pointed out that Chinese people have interdependent self-construl, which emphasizes fitting in and maintaining harmonious relationships with important others. However, the author hypothesized that the two views of the self might coexist in Chinese people in Taiwan in the face of the vast-scale cultural invasion from the West. The independent self was proposed to be the predictor of SWB, acting through the mediating variable of global self-esteem, whereas the interdependent self to be predictor of SWB, acting through the mediating variable of fitting-harmony (which means fitting in and maintaining harmonious relationships with important others). It was also hypothesized that fitting-harmony might be an important domain on which self-esteem is contingent; therefore, self-esteem is expected to mediate the effect on SWB for those higher in fitting-harmony. 425 participants completed the self-construl scale, self-esteem scale, fitting-harmony scale, and SWB scale. It was found that the two self-views coexist in Chinese people in Taiwan and the results of path analyses supported the hypotheses described above. Moreover, the result of exploratory factor analysis of self-construal scale showed that the items for independent self could be divided into two factors: self-expression and independence-pursuit. In addition to interdependent self, self-expression was also a significant predictor of fitting-harmony. The results, limitations, and future directions were discussed.

本研究主要目的在探討有學業上拖延習慣的大學生之「防禦性悲觀」、「主動性拖延」、「自我設限」、「因應策略」對「幸福感」影響之探討。依此目的，本研究先探討不同背景變項的大學生在「防禦性悲觀」、「主動性拖延」、「自我設限」、「因應策略」及「幸福感」的差異情形，並建構「防禦性悲觀、主動性拖延、自我設限、因應策略對幸福感影響」之模式。研究採問卷調查法，以台灣15所大學922位有拖延習慣的大學生為對象。並以隨機方式將之分為兩組，用以驗證模式及探究不同背景變項的受試在各研究變項上的差異。研究工具包括防禦性悲觀量表、主動性拖延量表、自我設限量表、因應策略量表、及幸福感量表。資料分析方法為因素分析、信度分析、t考驗、單因子變異數分析及結構方程模式。 / 本研究以第一組樣本探討初始模式與觀察資料間的適配情形，並依據修正指標及相關理論進行模式修正，修正後的模式與資料適配後，再以第二組樣本驗證模式的穩定性，經驗證後模式具相當穩定性。 　　主要研究結果如下： 一、在背景變項方面：(一)不同性別有拖延習慣的大學生在「防禦性悲觀」、「自我設限」及「幸福感」等方面都有顯著差異。(二)不同年級有拖延習慣的大學生在「主動性拖延」及「幸福感」等方面都有顯著差異。 二、在模式方面：（一）防禦性悲觀對幸福感有負向直接效果；(二) 主動性拖延對自我設限有正向直接效果；（三）自我設限對因應策略有負向直接效果；(四) 自我設限對幸福感有正向直接效果；（五）因應策略對幸福感有正向直接效果。(六)主動性拖延經由自我設限及因應策略的中介影響而對幸福感有正向效果。 　　最後，根據研究結果，針對個人、學校輔導單位及未來相關研究提出建議，以供參考。 / The main purpose of this research was to study the relationships among Defensive-pessimism, Active-procrastination, Self-handicapping, Coping-strategy and Well-being of college student who had the habit of procrastination. The researcher first investigated the differences in terms of “Defensive-pessimism”, “Active-procrastination”, “Self-handicapping”, “Coping-strategy” and “Well-being” among the participants who had the different background variables, also studied the relationships among Defensive-pessimism, Active-procrastination, Self-handicapping, Coping-strategy and Well-being of college students who had the habit of procrastination by using the model of “The relationships among Defensive-pessimism, Active-procrastination, Self-handicapping, Coping-strategy and Well-being.” The study employed five questionnaires to collect data . The participants of the study were 922 Taiwan college students who had the habit of academic procrastination from 15 universities, and were randomly divided into two groups, to test model and study the differences in regards of different research variables among the participants who had the different background variables. The participants were evaluated by Defensive-pessimism scale, Active-procrastination scale, Self-handicapping scale, Coping-strategy scale, and Well-being scale. The data were analyzed by factor analysis, Cronbach α analysis, t-test，one-way ANOVA and SEM. / The initial models tested by group one did not fit well with the observed data. Therefore, applying the modification index and the theories, the researcher modified the model till the model fit the observed data, then tested the models’ stability by group two, and came to confirm the stability of model. The researcher found the model fit the observed data, and could effectively explain the relationships among the variables. The main results of this study were as follows: First, about the background variables: 1.The scores of “defensive-pessimism”, “self-handicapping”, and “well-being” had the differences between boys and girls. 2. The scores of “active-procrastination” and “well-being” had the differences between difference grades. Second, about the model: 1. Defensive-pessimism could directly negative affect well-being. 2. Active-procrastination could directly affect self-handicapping. 3. Self-handicapping could directly negative affect coping-strategy. 4. Self-handicapping could directly affect well-being. 5. Coping-strategy could directly affect well-being. 6. Active-procrastination could through the self-handicapping and coping-strategy to affect he well-being. Finally, based on the results of the study, the researcher made some further suggestions for individuals, school counseling and future researchers.

為瞭解桃竹苗區國民中學兼任行政教師之幸福感與人口變項、學校環境變項、社會支持、個人變項、工作滿意度間的關係，乃以桃竹苗區國中兼任行政教師642人為研究對象，再採用個人基本資料量表、社會支持量表、人格特質量表、自尊量表、工作滿意量表等研究工具，獲取所需資料，再以描述統計、平均數差異t考驗、單因子變異數分析、皮爾森積差相關、調節迴歸分析、多元逐步迴歸分析等統計方法進行分析。結果發現： 1.我國桃竹苗區的國中兼任行政教師，幸福感為中下程度。 2.40到49歲及50歲以上的國中兼任行政教師，比29歲以下的人有較高的幸福 感。 3.性別不同的國中兼任行政教師，對於幸福感的表現，彼此之間並沒有顯著差異存在。 4.已婚的國中兼任行政教師，其幸福感較未婚的人要高。 5.學校所在地不同與行政職務不同，國中兼任行政教師的幸福感並沒有顯著差異的存在。 6.學校規模18到35班的國中兼任行政教師，比17班以下的人，感受到較高的幸福感。 7.行政年資16年以上的國中兼任行政教師，比行政年資3年以下的，有較高的幸福感。 8.社會支持與國中兼任行政教師的幸福感有顯著的正相關，相關係數為.355。 9.社會支持的來源與國中兼任行政教師的相關性，以家人所給予的支持相關性最高，接下來依序為學生家長、同儕朋友、及長官。 10.社會支持的類型與國中兼任行政教師的相關性，以訊息性的相關性最高，其次為工具性的社會支持，最後是情緒性的社會支持。 11.內控型人格的國中兼任行政教師比外控型人格的人，對於幸福感的感受較高。 12.自尊與國中兼任行政教師的幸福感有顯著正相關的關係，其相關係數為.409。 13.工作滿意度與國中兼任行政教師的幸福感有顯著的正相關，其相關係數為.446。 14.國中兼任行政教師社會支持程度高的時候，工作滿意度愈高的時候，其幸福感感受也會愈高。在國中兼任行政教師社會支持程度高的時候，若工作滿意度愈低，也會降低其幸福感。所以，工作滿意度在社會支持與幸福感間有調節作用。 15.就全體國中兼任行政教師而言：「工作滿意度」、「自尊」、「社會支持」、「內控人格」、「行政年資16年以上」等五個變項，為預測國中兼任行政教師幸福感的重要變項，預測力為33.2%。

在急速變遷與多元渾沌的現今，如何轉化複雜且遽增的壓力以提升個體本身的幸福感實屬一重要的議題。本研究主要目的在建立生活壓力、解釋風格與情緒幸福感的結構方程式模型，藉以探討之間的影響關係，進而瞭解解釋風格在這關係中所扮演的中介效果。 本研究以兩組各644位政治大學的大學生為研究對象，採問卷調查法施以生活壓力量表、解釋風格量表及情緒幸福感量表，使用的資料分析方法包括：t考驗、單因子變異數分析、因素分析、及結構方程式模型。本研究以第一組樣本探究不同性別與不同年級在研究變項上的差異，接著，經建構與修正模式後提出最終的關係模式，最後，以第二組樣本驗證最終模式的穩定性。主要結果茲分述如下： 一、在背景變項方面： (一)不同性別與不同年級大學生在「生活壓力」與「解釋風格」上有顯著差 異。 (二)不同性別與不同年級大學生在「情緒幸福感」上未有顯著差異。 二、在結構模式方面： (一)課業壓力、人際壓力對解釋風格有直接正向效果。 (二)課業壓力、人際壓力對情緒幸福感有直接負向效果。 (三)解釋風格對情緒幸福感有直接負向效果。 (四)人際壓力能直接影響情緒幸福感，也能透過解釋風格間接影響情緒幸福感。 (五)解釋風格在課業壓力與情緒幸福感間扮演完全中介變項的角色。 (六)最終模式的交叉驗證具有模式穩定性。 最後，根據研究結果提出建議，供諮商輔導實務及未來研究參考。 / With the rapid change and the multicultural context of the modern society, how to deal with the complicated and hastily increased stress and to promote people’s well-being is an important issue. The main purpose of this study is to construct the structural equation modeling (SEM) of stress, explanatory style, and emotional well-being. By this way, the researcher can explore the relationship among the three variables, and know the mediator variable of explanatory style. The participants were two groups of students at National Chengchi University, and each group included 644 college students. The data was collected by questionnaires, including the stress scale, the explanatory style scale, and the emotional well-being scale. Moreover, the data were analyzed by t-test, ANOVA, factor analysis, and SEM. The study, firstly, used the first group to explore the differences of gender and grade, and constructed the final structural model after setting and modifying model. Finally, the researcher used the second group to verify the stability of the model. The main results were summarized as follows: About the background variables: 1.Students with different gender and grade were significantly different in the scores of stress and explanatory style. 2.Students with different gender and grade were not significantly different in the scores of emotional well-being. About the structural model: 1.Academic stress and relationship stress had positive influence on explanatory style directly. 2.Academic stress and relationship stress had negative influence on emotional well-being directly. 3.Explanatory style had negative influence on emotional well-being directly. 4.Relationship stress had influence on emotional well-being directly, and it also affected emotional well-being through explanatory style. 5.Explanatory style was a mediator variable between academic stress and emotional well-being. 6.Through the cross-validation, the final structural model was of model stability. Finally, based on the findings of the study, the researcher made some practical strategies for counselor and some suggestions for further studies.

本研究主要以通勤家庭未通勤婦女的生活目標、配偶依附風格與幸福感間的關係來探討國內通勤家庭未通勤婦女的生活品質。本研究以問卷調查研究法，採立意取樣收集國內通勤家庭未通勤婦女有效樣本共284份。本研究得到的結果為： 1.（1）國內通勤家庭未通勤婦女的生活目標傾向追求「基本生活品質的維持」，較不重視「追求社會影響力」。 （2）不同年齡、教育程度、就業情形、有無孩子及先生不同通勤年數的未通勤婦女在生活目標上有顯著的差異存在。 2.（1）國內通勤家庭未通勤婦女的幸福感普遍在中等程度。 （2）教育程度高、有工作及先生工作地點不在大陸的未通勤婦女其幸福感較高。 （3）未通勤婦女的生活目標各層面與幸福感皆為正相關，以「追求自我的充實與成長」生活目標最能預測其幸福感。 3.（1）國內通勤家庭未通勤婦女的配偶依附風格以「害怕依附型」佔最多數，其次依序為「逃避依附型」、「安全依附型」、「焦慮依附型」。 （2）「安全依附型」之未通勤婦女較「逃避依附型」與「害怕依附型」重視「基本生活品質的維持」與「追求自我的充實與成長」生活目標，其幸福感亦較高。 （3）不同配偶依附風格者，其背景變項與生活目標各層面對幸福感有不同的預測力。「先生的通勤間距」最能預測安全依附型未通勤婦女的幸福感；「追求自我的充實與成長」生活目標取向最能預測焦慮依附型與害怕依附型未通勤婦女的幸福感；「追求生命的統整」生活目標取向最能預測逃避依附型未通勤婦女的幸福感。 根據上述研究結果，研究者提出討論與檢討，最後針對政府或民間相關單位、婚姻輔導工作者、通勤家庭婦女與未來的研究方向提供若干建議以茲參考。 關鍵字：通勤家庭、未通勤婦女、生活目標取向、配偶依附風格、幸福感

過往主觀幸福感研究大多探討主觀幸福感與哪些因素有關，但個體對幸福的看法，亦即個體的「幸福觀」如何影響主觀幸福感卻未受太多重視。本研究假設幸福觀與心理需求滿足的契合能預測主觀幸福感，並主張個人取向幸福觀對應自主需求，社會取向幸福觀對應關係需求，且對應心理需求的滿足程度較非對應心理需求的滿足程度更能預測主觀幸福感。研究一透過閱讀短文故事操弄研究參與者當下的幸福觀，結果發現閱讀個人取向幸福觀故事者，長期的自主需求滿足程度較關係需求滿足程度更能預測主觀幸福感；閱讀社會取向幸福觀故事者，長期的關係需求滿足程度與自主需求滿足程度皆能預測主觀幸福感。研究二以同研究一之閱讀短文故事操弄研究參與者當下的幸福觀，並加入回想個人經驗的方式，寫下個人需求滿足與否的經驗，操弄研究參與者當下的自主及關係需求滿足程度。結果發現閱讀個人取向幸福觀故事者，受經驗影響的當下自主需求滿足程度（即當下與幸福觀對應的需求）較關係需求滿足程度更能預測主觀幸福感；閱讀社會取向幸福觀故事者，受經驗影響的當下關係需求滿足程度較自主需求滿足程度更能預測主觀幸福感。總結來說，幸福觀與心理需求滿足的契合能預測主觀幸福感的論點在本研究中大致獲得支持證據，表示幸福觀在主觀幸福感研究中扮演一定程度的重要角色，此結果有助於完整瞭解主觀幸福感的成因。