| 摘要: | 本研究旨在瞭解臺北地區大學學生「美感素養」與「幸福感」之現況，以及不同「個人背景因素」之大學學生在「美感素養」與「幸福感」上的差異情形，另探討大學學生的「美感素養」與「幸福感」之相關性。更進一步瞭解「個人背景因素」及「美感素養」對臺北地區大學學生「幸福感」的預測力。
本研究係採「便利抽樣」方式進行取樣，選取居住於臺北地區（臺北市、新北市）大學生為研究對象，正式施測樣本為450份，扣除填答不完整等無效問卷後，實得有效樣本為401份，有效回收率為89.1%。所使用之研究工具包括：「個人背景資料表」、「美感素養量表」及「幸福感量表」。施測所得資料以 SPSS for Mac 25.0 進行結果分析，分別採用：卡方檢定、敘述統計、單一樣本 t 檢定、獨立樣本 t 檢定、單因子變異數分析、雪費事後比較法、皮爾森積差相關，以及逐步多元迴歸分析等統計方法加以分析。研究結果如下：
一、臺北地區大學學生之「美感素養」趨向中高積極程度。其中，以「日常生活美感鑑賞」層面為最高；而以「藝術活動參與」層面為最低。
二、臺北地區大學學生之「幸福感」趨向中等積極程度。其中，以「正向情緒」層面為最高；而以「個人成就」層面為最低。
三、臺北地區大學學生之「日常生活美感鑑賞」素養，會因「性別」的不同而有顯著差異。意即「女性大學生」知「日常生活美感鑑賞」素養，較「男性大學生」為優。
四、臺北地區學大學生之「美感素養」與「幸福感」之間達顯著低程度之正相關。意即臺北地區大學學生之「美感素養」愈佳，則其「幸福感」就越高。
五、臺北地區大學學生之「個人背景因素」在整體「美感素養」與整體「幸福感」未達顯著水準。未能有效預測整體「美感素養」與整體「幸福感」。意即受試者，其「個人背景因素」及「美感素養」對整體「幸福感」未達顯著預測力。
根據本研究之結論，建議大學生宜持續保持正向積極參與藝術相關講座及活動，提升個人美感素養之專業知能，以利保持愉快的心情。同時積極獲取藝術鑑賞知識，提升個人鑑賞藝術作品、戲劇及表演之專業技能，以利生活過的更充實。
再者，建議教師鼓勵學生積極參與藝術相關講座及活動，並積極提供獲取藝術鑑賞知識相關課程。此外，建議學校透過增設美學相關活動及課程，提供多元管道並鼓勵學生參與，運用策略引發學生對美的興趣，從日常生活感受美的事物與氛圍，培養學生美感素養能力，進而提升個人幸福感。最後，建議政府機關重視城市美學，讓民眾的生活得到療癒和幫助，增添美感也能內化改變行為，進而提升個人幸福感。
The purpose of this study was to examined the “aesthetic literacy” and “well-being” of college students in Taipei area as well as how these attributes differed with their “personal backgrounds”. In addition, this study explored the relationship between “aesthetic literacy” and “well-being” and investigated the predictive power of “personal backgrounds” and “aesthetic literacy” on “well-being”.
With the “convenience sampling” method, this study sampled the college students living in the Taipei region (including Taipei City and New Taipei City) as the subjects. A total of 450 samples were collected, of which 401 were effective, an effective recovery rate of 89.1%, to the exclusion of the invalid questionnaires with problems such as incomplete answers. The research tools used include “Personal Background Information Sheet”, “Aesthetic Literacy Scale”, and “Well-being Scale”. The data collected were analyzed by SPSS for Mac 25.0. In addition, a number of statistical methods were utilized, including the Chi-square test, descriptive statistics, one sample t test, independent samples t test, one-way analysis of variance, Scheffé's method, Pearson product-moment correlation, and stepwise multiple regression analysis. The following results were obtained:
I. College students in the Taipei region exhibited medium and high levels of “aesthetic literacy”. To be specific, “aesthetic appreciation of everyday life” was found at the highest level while “artistic activity participation” was found at the lowest level.
II. College students in the Taipei region presented a moderate “sense of well-being”. To be specific, “positive emotion” was at the highest level while “personal achievement” was at the lowest level.
III. College students of different “genders” showed significantly different levels of literacy in “aesthetic appreciation of everyday life”. Specifically speaking, “female college students” exhibited a higher level of literacy in “aesthetic appreciation of everyday life” than their male peers.
IV. The correlation between “aesthetic literacy” and “well-being” was positive and significant but at a low degree. In other words, the higher the “aesthetic literacy”, the higher the “sense of well-being”.
V. The impact of the “personal background” factor on the overall “aesthetic literacy” and “sense of well-being” was not significant, so the use of “personal background” failed to effectively predict the overall “aesthetic literacy” and “sense of well-being”. In other words, the “personal background” and “aesthetic literacy” of respondents delivered no significant predictive power for the overall “sense of well-being”.
Based on the findings of this study, college students are suggested to unremittingly actively participate in art-related lectures and activities, with the goal of accumulating expertise and developing skills to improve their aesthetic literacy and maintain a cheerful mood. Moreover, efforts should be made to acquire art appreciation-related knowledge and boosting their professional skills in appreciating works of art, drama and performance, so as to lead a more fulfilling life.
What’s more, it is recommended that teachers encourage students to actively participate in art-related lectures and activities and vigorously provide art appreciation-related courses. In addition, schools should spare no efforts to introduce aesthetics-related activities and courses to establish diversified learning channels, and make incentive measures and strategies to arouse students’ interest in beauty. Students are expected to develop aesthetic literacy and skills to experience beautiful things in daily life, which thus enhance their sense of well-being. In the end, it is recommended that government authorities attach sufficient importance to urban aesthetics, adding beauty to cities and relieving the pressure that people suffer in daily life. Beautiful scenery promises to change the behavior of the public after internalization, thereby boosting their sense of well-being. |
