社會支持是個人調節壓力的重要資源，過去研究顯示知覺支持高的人對支持行為記憶較好、較正向地詮釋社會訊息。本研究假設感恩心應是影響知覺支持的因素，感恩心的認知風格使人注意、憶念得自他人的照顧與關愛，提高對知覺支持的滿意；感恩的人單純地對人親善、回報他人，建立較多社會資源，因而支持人數較多。本研究共進行二部分研究： 研究一編制感恩心量表，探索感恩心的因素、內涵與類型。以118位大學生為預試樣本、341位大學生為正式樣本。結果顯示感恩心的因素包括「對人事物的感恩感受與認知習慣」、「對人感恩與報恩」、「感恩負向人事」。第一、二因素共同隱涵「不把一切視為理所當然」的核心信念、追本溯源的歸因能力，以及經常注意、記憶益處或給予者的認知習慣。第二因素涉及同理他人內心情感的能力；也包含報恩，個人感到被照顧、關愛而有感恩情緒，進而促發個人希望回報對方。第三因素注意到自己的成長來自於負面狀況提供了機會，雖然給予者無正向意圖。三個因素共同的認知風格是辨認出人事物對自己的正向經驗和結果有貢獻，將益處被評估為正向且將益處歸因於他者，而產生感恩的愉悅情緒。且所有受試者在上述三個因素分數上，可分成七種類型。 研究二探討不同背景變項大學生在感恩心分數上的差異，及感恩心和知覺支持的關係，以341位大學生為問卷施測正式樣本。結果顯示只有感恩心、對人感恩與報恩、對人事物的感恩感受與認知風格對支持人數、支持滿意度有預測力。感恩心高的人在注意、歸因、同理、記憶上的認知風格使他容易辨認出別人對自己正向結果的貢獻與善意，知覺支持滿意度較高，也建立較多社會資源而支持人數較多。 研究結果顯示：協助大學生培養感恩心，應可擴大知覺支持，使之回復到應有的份量，進而緩衝壓力，也促使學生有回報他人的向社會行為，增加社會資源。根據感恩心因素、內涵，本研究針對大學生個人、諮商人員、父母提出培養感恩心的數點建議。 / Social support is one of the important resources for individuals to moderate stress. Past researches showed that people who perceive more support recall other’s supportive behaviors better and interpreter social information more positive. This research hypothesized that gratitude influences perceived support. The grateful cognitive style makes people attend to the kindness of others and remember it well. Grateful persons are kind toward others, and are good to others for appreciation. Thus, they build more social resources, and have more available supporters. Study 1 created Gratitude Inventory, and explored the factors, implication, and styles of gratitude. 341 college students completed the Gratitude Inventory. The major findings were summarized as follows : First, the factor of gratitude includes : 1. The grateful feeling and cognitive habits toward people, events and things. 2. Gratitude and return kindness toward people. 3. Gratitude toward negative events and people. Second, there are seven kinds of gratitude styles. Study 2 investigated the relationship between gratitude and perceived support. 341college students completed the Gratitude Inventory, Social Support Questionnaire and Social Desirability Inventory. The result showed that grateful feeling and cognitive habits toward people, events and things and Gratitude and return kindness toward people are effective predictors to the numbers of available supporter and the satisfaction of perceived support. These findings showed that, helping college students developing gratitude will enlarge their perceived support, thus buffer the effect of stress. It will also make students behave more prosocially, thus build more social resources. According to the conclusions of the main findings, several suggestions are provided for college students, parents, counselors in the Universities, and future research.

本研究旨在探討大學生的感恩特質、社會支持、因應型態及幸福感之相互關係，從而建構各變項間可能的影響路徑。研究採問卷調查法，以台灣地區公、私立大學750位大學生為研究對象。研究工具則包含感恩特質量表、社會支持量表、因應型態量表、幸福感量表、GQ-6量表及負向情緒量表等六份量表。本研究採用描述統計、單因子多變量變異數分析及結構方程模式分析資料，研究結果陳述如下： 一、人口變項與感恩特質、社會支持、因應型態、幸福感之關係 （一）不同地區（北、中、南）大學生在感恩特質、社會支持、因應型態及幸福感表現上並無顯著差異存在。 （二）公立學校大學生在感恩特質及社會支持表現上顯著優於私立學校，但在因應型態及幸福感表現上則無顯著差異存在。 （三）不同學院（文、商、理、工、社科、教育、藝術）大學生在感恩特質、社會支持、因應型態及幸福感表現上皆有差異存在。 （四）女大學生在感恩特質、社會支持及因應型態之「情緒取向積極因應」及幸福感得分皆高於男大學生。惟男學大生在因應型態之「問題取向消極因應」得分高於女大學生。 （五）一年級大學生在社會支持之「訊息與實質性支持」得分高於二年級大學生，但在感恩特質、因應型態及幸福感表現上則無顯著的年級差異存在。 （六）不同宗教信仰（無、佛、道、基督/天主、其他）的大學生在感恩特質及社會支持表現上有差異存在，但在因應型態及幸福感表現上則無顯著差異存在。 二、感恩特質與社會支持、因應型態、幸福感之關係 （一）不同感恩特質之大學生在社會支持表現上有差異存在；感恩特質程度較高者，其知覺到「情緒與陪伴性支持」及「訊息與實質性支持」的程度較高。 （二）不同感恩特質之大學生在因應型態表現上有差異存在；感恩特質程度較高者，除較能採取「問題取向積極因應」及「情緒取向積極因應」，亦會較少採取「情緒取向消極因應」。 （三）不同感恩特質之大學生在幸福感表現上有差異存在；感恩特質程度較高者，其知覺到「生活滿意」及「正向情緒」的程度較高。 （四）感恩特質、社會支持及因應型態除對幸福感具正向直接效果，感恩特質也會透過社會支持及因應型態對幸福感產生正向間接效果。此外，社會支持除透過因應型態對幸福感具正向間接效果，因應型態也會透過社會支持對幸福感產生正向間接效果。 最後，根據上述研究結果提出若干意見，以供相關單位與人員在教育及未來研究上之參考。 / The main purposes of this study were to explore the interactive relationships of undergraduates’ gratitude, social support, coping style, and subjective well-being, and further to examine a path model of these variables. The participants in this study were 750 undergraduate students in Taiwan. Moreover, the employed instruments included the Inventory of Gratitude, the Inventory of Social Support, the Inventory of Coping Style, the Inventory of Subjective Well-being, the gratitude questionnaire-6, and the Inventory of Negative Emotion. The collected data was analyzed by descriptive statistics, one-way MANOVA and SEM. The main findings of this study were as follows: 1. The relationships among demographic variables, gratitude, social support, coping style, and subjective well-being. (1) Areas had no effects on the undergraduates’ gratitude, social support, coping style, and subjective well-being. (2) Undergraduate students from public universities had a higher degree of gratitude and social support than those from private universities. However, no differences were found on coping style and subjective well-being between these two groups. (3) College majors had effects on the undergraduates’ degree of gratitude, social support, coping style, and subjective well-being. (4) While the females had a higher degree of gratitude, social support, and emotion-focused positive coping than the males, the males had a higher degree of problem-focused negative coping than the females. (5) The freshmen had a higher level of informational-tangible social support than the sophomores. However, no differences were found on gratitude, coping style, and subjective well-being among the four grade levels. (6) Religious beliefs had effects on the undergraduates’ gratitude and social support, but did not have effects on their coping style and subjective well-being. 2. The relationships among gratitude, social support, coping style, and subjective well-being. (1) Grateful people had a higher degree of emotional-accompanied and informational-tangible social support than less grateful ones. (2) Grateful people tended to utilize more problem-focused positive coping and emotion-focused positive coping than less grateful ones. However, less grateful people tended to utilize more emotion-focused negative coping than more grateful ones. (3) Grateful people had a higher level of life satisfaction and positive emotion than less grateful ones. (4) While gratitude, social support, and coping style positively influenced the undergraduates’ subjective well-being, gratitude positively influenced their subjective well-being via social support and coping style. In addition, while social support positively influenced their subjective well-being via coping style, coping style also positively influenced subjective well-being via social support. Finally, the researcher proposed some suggestions for education and future research.

本研究以幸福感作為成功老化的指標，試圖探究高齡者本身的感恩性情及正向回憶形式對其幸福感的影響。 研究一採「個別差異」的觀點，研究者認為相較於一些隨著老化而改變的生活狀況變項（如，身體健康、日常生活功能、經濟狀況、社交活動等因素），高齡者本身的感恩性情及正向回憶形式應更能影響其自評幸福的程度。研究者主要以調查法的方式，對355名55歲以上的高齡者進行團體或個別形式的量表施測。研究結果顯示，感恩性情及正向回憶形式的確與幸福感有密切的關聯，即使在控制基本人口及生活狀況變項的影響後，感恩性情及正向回憶形式仍有助於提升個體的幸福感（其可增加的預測變異量介於6.0%~9.6%）。研究一也將幸福感的三個成分（生活滿意度、正向情緒及負向情緒）分別做為依變項，進一步探討可能的中介模式，結果發現：（1）「正向回憶形式」能完全中介感恩性情對正、負向情緒的影響，但僅能部分中介感恩性情對生活滿意度的影響。而（2）「感恩情緒」則能完全中介感恩性情對正向情緒的影響，但僅能部分中介感恩性情對生活滿意度的影響，卻完全無法中介感恩性情對負向情緒的影響。此外，正向回憶形式與感恩情緒兩中介變項各有其獨特的中介效果，無法相互取代。 研究二則採取實驗法的方式進行，用以檢視感恩情緒與幸福感的因果關係。受試者為75名參與終身學習的高齡者，研究者嘗試以不同感恩情緒的激發方式，來設計適合於高齡者的幸福感提升方案。有些高齡者被要求聚焦在現在生活中的感恩經驗（日常感恩組），有些則是寫出過去生命裡的感恩事件（人生感恩組），研究者認為當高齡者在回憶書寫這些感恩經驗時，可再經驗及品嚐感恩情緒。另有兩組高齡者則分別被要求書寫現在生活中的重要事件（日常要事組）或僅單純回答問卷、不進行其他書寫（無操弄控制組）來做為對照組。研究者對這些不同組別，分別進行分析，探討這些不同操弄對高齡者幸福感是否有提升的作用。研究結果顯示，經過七週的書寫後，相較於「無操弄控制組」，「日常感恩組」在正向情緒上有提升的現象，但在生活滿意度及負向情緒則未出現明顯差異。進一步分析顯示，幸福感中正向情緒的提升效果完全透過感恩情緒連動正向情緒而得。然而該效果頗為短暫，在研究結束後於一個月所做的追蹤調查就發現該效果已然消失。研究結果也顯示，「人生感恩組」並未能提升幸福感，其可能的原因或許是因為過去人生的感恩經驗已經太過遙遠，因此無法讓高齡者真正再次經驗到感恩情緒，所以也無法有效地提升個體的幸福感。另外，研究者也發現了一個頗為有趣的結果，就是「日常要事組」造成的影響與「日常感恩組」相似，研究者認為之所以會出現這樣的結果，主要是因為「日常要事組」的受試者其所書寫的「要事」多半為正向事件，因此提高了其幸福的感受。 綜合上述兩個研究的結果，研究者認為，感恩及正向回憶形式對高齡者是否能有較佳的幸福感確實有一定程度的影響，且若能引導高齡者多注意其日常生活中值得感恩的事情或是正向事件，將能使其感受到更多的正向情緒，也有助於幸福感的提升。換言之，即使到了老年階段，只要用對了方法，要擁有幸福快樂的銀髮生涯其實並不難！ / This research, adopting positive emotion, negative emotion, and life satisfaction as the criteria of subjective well-being, tried to examine the effects of grateful disposition and the positive type of reminiscence on successful aging. In study1, the researcher proposed that grateful disposition and the positive type of reminiscence, among other life situation variables which changed with age (e.g., health condition, functions of daily life, economic status, and social activities), could predict the well-being of the elderly. Three hundred and thirty five participants who are over the age of 55 were surveyed in groups or individually. The results were as predicted, grateful disposition and the positive type of reminiscence could predict the well-being of the elderly, even after controlling for some basic life situation variables, they still could explain 6.0% and 9.6% of variance respectively. The mediation effects were also examined and results indicated that, (1) "the positive type of reminiscence” could completely mediate the effects of grateful disposition on positive and negative emotion, but only partially mediated the effects of grateful disposition on life satisfaction; (2) “grateful emotion” completely mediated the effect of grateful disposition on positive emotion, and partially mediated the effect of grateful disposition on life satisfaction, but did not mediate the effect of grateful disposition on negative emotion. Furthermore, these two mediator variables, the positive type of reminiscence and grateful emotion, had its own specific mediating effect, and could not replace each other. In Study 2, an experiment was conducted to examine the causal relationship between grateful emotion and well-being of the elderly. Seventy five elders who actively participated in life-long education classes were recruited. They were assigned to one of four different experimental conditions and received different instructions. The first condition was called the daily gratitude condition and participants were told to write down the grateful experience from their current daily lives. The second condition was called the life gratitude condition and participants were asked to recall the grateful events from their past. Participants in the third condition were told to write down their daily important events. In the last condition, which is also the control condition, participants were asked to fill up questionnaires only. The results indicated that, after seven weeks of writing, the elderly in the daily gratitude condition had significant more positive emotion than those who in the control condition. However, the effect was quite short-lived and it disappeared one month later after the writing manipulation. The results also indicated that writing down grateful events from the past did not enhance the subjective well-being, the elderly in the condition showed neither significantly higher positive emotion nor higher life satisfaction than those who in the control condition. It might be because these events were too far away to elicit the present emotion and feeling effectively. In addition, the result also revealed an interesting finding about the daily important events group. The elderly in this condition showed same degree of positive emotion and well-being as those who in the daily gratitude condition. It might be due to the fact that the elders who were asked to write down important daily events did record more positive events than negative events. In summary, it can be concluded that, gratitude and the positive type of reminiscence did have impact on the well-being of the elderly. We can successfully promote the elders’ well-being by leading them to savor their daily grateful events. We believe, even stepping into elderhood, people are still capable of pursuing their own well-being and can live a good life, if only they choose the right way!

全民感恩心生活運動從2004年夏天舉辦，舉辦至2010年結束。這六年光景，參與校園數超過2500個，接觸教師超過1200名，索取感恩護照已達350萬本。計畫的開頭往往沒有偉大的願景，初時只是贊助者鑑於社會負面消息不斷，希望提昇社會正面的風氣單純，筆者提出以感恩為主題的社會行銷活動，第一年竟意外獲得各界熱烈支持，也讓贊助者聯繫舉辦六年。幸運的是，隨著索取校園和參與人數不斷增加，我們也不斷思考要如何檢驗活動成效，卻意外引起品格教育、社會行銷與校園生態的種種議題； 如何將一種認知與態度轉化成具體的習慣、行為？ 如何透過有效的傳播方式，深入各類校園不同階層的特性呢？ 在充斥各類政令宣導的校園裡，感恩心生活運動只是近年蓬勃社會運動的小小光點，難能可貴的是，這一個活動沒有贊助者仔細盤算企業形象與廣告效益多寡，單純地回歸社會行銷中增進個人、團體或社會整體福祉的本質。經過多年來的摸索和實際運作，個人分享一點點社會行銷中進入校園教育的行銷心得，希望未來可以作為校園活動推廣的參考。