高齡學習者家人關係、日常靈性感受與幸福感關係之研究

Abstract

本研究係以參與北部樂齡學習中心之55歲以上的高齡學習者為研究對象，旨在探討高齡學習者的家人關係、日常靈性感受與幸福感的關係，以提供高齡學習者、家庭教育和高齡教育機構及政府部門之參考。為達此一目的，本研究採用問卷調查法，以「高齡學習者家人關係、日常靈性感受與幸福感調查問卷」為研究工具，包含「個人基本資料」、「家人關係量表」、「日常靈性感受量表」及「幸福感量表」等四部分，採用分層隨機叢集之抽樣方式，共抽取有效樣本519份，再經進行統計分析後，獲得以下九點結論：一、高齡學習者的家人關係大致良好，屬於中上程度；二、高齡學習者的家人關係與性別、健康狀況、婚姻狀況、居住情形等有關，而與年齡、教育程度及宗教信仰等無關；三、高齡學習者的日常靈性感受大致良好，屬於中上程度；四、高齡學習者的日常靈性感受與年齡、教育程度、婚姻狀況、有無宗教信仰等變項有關，與性別、健康狀況及居住情形無關；五、高齡學習者的幸福感大致良好，屬於中上程度；六、高齡學習者的幸福感與性別、年齡、教育程度、健康狀況、婚姻狀況等變項有關，而與居住情形及有無宗教信仰無關；七、高齡學習者的家人關係與幸福感具有正相關；八、高齡學習者的日常靈性感受與幸福感有正相關；九、高齡學習者背景變項、家人關係及日常靈性感受對幸福感具有預測力，且日常靈性感受為中介變項。 據此研究結論，本研究對高齡學習者、教育機構與政府教育部門及未來研究，提出幾點建議以供參考。一、對高齡學習者之建議：（一）改進家人關係，提升日常靈性感受，以提高幸福感；（二）積極融入家庭生活，強化家人關係；（三）維護身心的健康，促進家人關係，提升幸福感；（四）持續參與學習活動，促進家人關係，提升日常靈性感受，增進幸福感。二、對教育機構及政府教育部門的建議：（一）高齡教育機構應開設家人關係課程，鼓勵參與學習，促進高齡學習者日常靈性感受，從而提高其幸福感；（二）高齡教育機構應培訓高齡教育師資具有家人關係或靈性知能，來協助高齡者提升幸福感；（三）高齡教育機構宜設置高齡心理輔導人員，輔導高齡者提升家人關係及日常靈性感受；（四）政府教育部門應培訓高齡輔導相談人員，協助高齡學習者增進家人關係、促進其靈性健康。三、對未來研究之建議：（一）在研究對象方面，可對不同類型高齡教育機構的學習者、高齡教育機構教學者進行調查；（二）在研究變項方面，影響幸福感的因素很多，可從其他研究變項再進行探究；（三）在研究方法方面，建議可採深度訪談、生命史與敘說等質性研究方法，以獲得更全面且深入的資料。The main purposes of this study were to explore the relationship among family relationship, daily spiritual experience and well-being of elder learners. To achieve the objectives mentioned above, questionnaire survey method was adopted. The survey instrument was a self-administered questionnaire entitled “Elderly family relationship, daily spiritual experience and well-being questionnaire”. It contained with good reliability and validation. The available sample for the study consisted of 519 copies. Statistical analysis yielded the following results: 1.Elder learners’ family relationship was mid-high level. 2.Four(including：gender, health status , marital and housing situation) out of seven background variables were significantly related to family relationship. 3.Elder learners’ daily spiritual experience was mid-high level. 4.Four(including：age, education level, marital situation, and religion) out of seven background variables were significantly related to daily spiritual experience of elder learners. 5.The level of elder learners’ well-being was ranked mid-high. Elder learners got higher scores in positive emotion and got near scores in negative emotion and life satisfaction. 6.Five (including：gender, age, education level, health status, marital, situation) out of seven background variables were significantly related to well-being of elder learners. 7.Ways of family relationship and daily spiritual experience was significantly related to well-being. 8.The well-being of elder learners could be predicted by their ways of family relationship and daily spiritual experience. 9.The daily spiritual experience can meditate elder learners’ family relationship and well-being. Based on the results mentioned above, some suggestions were proposed to elder learners, elder teachers, related institutions, government, and future researchers. 1.For elder learners (1)In order to enhance elder learners’ well-being, we can improve their family relationship and daily spiritual experience. (2)Encourage elder learners engage in family life to reinforce their family relationship. (3)Protect and promote elders’ health status, which can improve their family relationship and then enhance well-being. (4)Encourage elders participate in learning activities to promote their well-being. 2.For related elder education institutions and the government (1)Provide family life education programs，encourage the elders participate such programs to promote daily spiritual experience, and then enhance well-being. (2)Elder education institutions should promote the teachers’ knowledge and ability about family relationship and daily spiritual experience in order to enhance elders’ well-being. (3)Elder education institutions should establish the guiders to promote elders’ family relationship and daily spiritual experience. (4) The government should offer the training systems about elder guiders. 3. For the future research design Elder learners from different educational institutions and teachers may be included. Besides, it can be considered other variables related with one’s well-being. Finally, the qualitative design such as deep interview and life narratives should be adopted.