活動熱情對青少年社會支持及主觀幸福感之影響

Abstract

擁有嗜好與興趣通常可以增進人們與社會的各種關聯，並進一步使生活更為充實與滿足；但若是對活動抱持過於積極的態度，卻可能會有截然不同的結果。本研究即是以Vallerand (2003) 所提出的二元熱情觀點 (dualistic model of passion) 來探討我國高中職學生及棒球代表隊活動熱情與社會支持及主觀幸福感之間的關係。本研究之調查對象為台灣高中職學生及硬式木棒組棒球選手，於2010年4月期間進行研究資料之蒐集。問卷量表是參考Vallerand (2007) 之活動熱情量表、Dubow與Ullman (1989) 所編製的主觀社會支持量表及施建彬（1994）、陸洛（1996）的精簡版「中國人幸福感量表」製編而成。本研究是以SPSS 17.0進行研究資料的統計分析，根據研究結果有以下結論。首先，調和式熱情與強迫式熱情為一不可分割的概念，在探討活動熱情的影響時，應將兩者同時檢驗。其次，調和式熱情的影響會超過強迫式熱情的影響。另外，調和式熱情是影響青少年社會支持及主觀幸福感之重要因素，強迫式熱情卻不一定對青少年造成負面的影響。活動熱情與社會支持可有效地預測青少年的主觀幸福感受，但對於一般高中職學生及棒球員學生有不同的情形。最後，本研究也發現，一般學生的活動熱情與棒球員學生對棒球的熱情有本質上的不同。這本質上的不同造成了一般學生與棒球員學生在參與行為上的不同，進而使得活動熱情對社會支持及主觀幸福感有不同的影響。This study was based on the dualistic model of passion proposed by Vallerand et al. (2003), to explore the influence of passion toward activites on adolescent’s social support and subjective well-being. General high school students and high school baseball players were surveyed respectively during April 2010. Questionnaire included the “Passion Scale” proposed by Vallerand et al. (2003), the “Scale of Available Behaviors” proposed by Dubow and Ullman (1989), and the “Chinese Well-Being Scale” prposed by Shih (1994) and Lu (1996). According to research results came with the following conclusions. First, the idea of “passion” should be one complete integral concept. Harmonious and obsessive passion should both be considerd while examining the influenc of passion. Second, the influence of harmonious passion exceeded the one of obsessive passion. Third, harmonious passion is an important factor that affect youth social support and subjective well-being, while obsessive passion does not necessarily cause negative impact on young people. Passion and social support could effectively predict the degree of subjective well-being of young people, but for the general high school students and high school baseball players have different regression models. Last, the study also found that there is a essential difference between the passionate activities of the general students and baseball for baseball player students. This difference caused the baseball players’s participation behavior differed from the general students, and thus makes the influence of passion on social support and subjective well-being different.