| 摘要: | 本研究主要是探討新北市新莊地區的國民小學高年級（五、六年級）學生家人關係與幸福感之相關性研究。採用問卷調查的方式，請新北市新莊地區的新莊、新泰、中港……等國民小學高年級的學生填寫家人關係及國小學童幸福感之相關問卷。研究者收回問卷量表後，再將問卷所得資料利用SPSS統計方法輔以進行描述性統計、獨立樣本t檢定、單因子變異數分析（one-way ANOVA）、雪費事後比較、皮爾森積差相關分析，以探討國民小學高年級學生家人關係與幸福感是否相關，與其背後造成差異之因素，最後再提出建議與改善方法。本研究結果摘述如下：
一、 家人關係方面
（一）在家人關係四個向度中，以認同與歸屬感表現最高，傳訊分享表現最低。
（二）男性在家人關係量表中明顯高於女性的向度有：認同與歸屬感、傳訊分享、問題解決；而責任與承諾則無明顯性別差異。
（三）不同年級之國民小學高年級學生在家人關係量表中五年級高於六年級的向度有傳訊分享，而其他三個向度在年級方面皆無明顯差異。
（四）在不同出生序之國民小學高年級學生其家人關係量表中只有認同與歸屬感達到顯著差異，然經雪費事後比較發現其組間卻無顯著差異。
（五）國民小學高年級學生父親學歷在家人關係量表有顯著差異的向度有：認同與歸屬感及問題解決。然問題解決經雪費事後比較發現組間均無顯著差異，另在傳訊分享、責任與承諾上，則不因父親學歷的不同而有差異。
（六）國民小學高年級學生在家人關係方面不因母親學歷、父母親職業、家庭結構、家庭子女數的不同而有所差異。
（七）國民小學高年級學生家人關係的四個向度與國小學童幸福感的四個向度皆達顯著正相關。
二、 國小學童幸福感方面
（一）在國小學童幸福感的四個向度中，普遍來說，以家庭滿意的表現較高，其次是學習滿意、自我滿意、生活滿意。
（二）男性在國小學童幸福感量表中明顯高於女性的向度有：生活滿意、自我滿意、家庭滿意；然而，在學習滿意上則無明顯性別差異。
（三）不同父親學歷之國民小學高年級學生在自我滿意的向度上達顯著差異，經雪費事後比較發現：父親學歷為研究所（含）以上者顯著高於大學畢業者；而學習滿意雖達到顯著差異，然經雪費事後比較發現組間均無顯著差異。另在生活滿意、家庭滿意上，則不因父親學歷的不同而有差異。
（四）國小學童幸福感不因年級、出生序、母親學歷、父母親職業、家庭結構、家庭子女數的不同而有所差異。
（五）國民小學高年級學生在國小學童幸福感的四個向度與家人關係的四個向度中皆達顯著正相關。
根據研究結果，本研究針對實務應用及未來研究提出相關具體之建議與作法，提供國民小學師長與國民小學高年級學生家長及後續研究人員參考。
The primary focus of this study was to examine the relationship between family relationships and well-being among upper-grade students (fifth and sixth grade) in the Xinzhuang area of New Taipei City. A questionnaire survey was conducted, involving students from various national elementary schools in Xinzhuang, Xintai, Zhonggang, and other districts. The questionnaire aimed to gather information about their family relationships and well-being. Statistical methods such as descriptive statistics, independent sample t-tests, one-way ANOVA, Scheffe's post hoc comparison, and Pearson's correlation analysis were employed using SPSS software to explore the correlation between family relationships and well-being among upper-grade students in national elementary schools. The study also sought to identify factors contributing to differences in family relationships and well-being and provide recommendations and improvement strategies. The summarized results of the study are as follows:
Family Relationships:
1. The dimension of identification and belonging had the highest expression among the four dimensions of family relationships, while communication and sharing had the lowest expression.
2. Males scored significantly higher than females in the dimensions of identification and belonging, communication and sharing, and problem-solving, with no significant gender difference observed in responsibility and commitment.
3. Fifth-grade students scored higher than sixth-grade students in the dimension of communication and sharing, but no significant difference was found in the other three dimensions based on grade level.
4. Only the dimension of identification and belonging exhibited significant differences among upper-grade students with different birth orders, while subsequent comparisons did not find any significant differences.
5. The father's educational background significantly influenced the dimensions of identification and belonging and problem-solving in family relationships among upper-grade students. However, there were no differences based on the father's educational background in communication and sharing and responsibility and commitment.
6. The mother's educational background, parental occupation, family structure, and number of siblings did not significantly impact family relationships among upper-grade students.
7. All four dimensions of family relationships were significantly positively correlated with the four dimensions of happiness among elementary school students.
Well-being of Elementary School Students:
1. Among the four dimensions of well-being, overall satisfaction with the family received the highest score, followed by satisfaction with learning, self-satisfaction, and life satisfaction.
2. Males scored significantly higher than females in the dimensions of life satisfaction, self-satisfaction, and family satisfaction. However, no significant gender difference was observed in satisfaction with learning.
3. The father's educational background significantly influenced self-satisfaction among upper-grade students. Post hoc comparisons revealed that students whose fathers had a graduate degree or above scored significantly higher in self-satisfaction compared to those with fathers holding a bachelor's degree. Although satisfaction with learning showed significant differences based on the father's educational background, post hoc comparisons did not find any significant differences among the groups. There were no differences in life satisfaction and family satisfaction based on the father's educational background.
4. The grade level, birth order, mother's educational background, parental occupation, family structure, and number of siblings did not significantly affect the well-being of elementary school students.
5. All four dimensions of well-being among elementary school students were significantly positively correlated with the four dimensions of family relationships.
Based on the research findings, this study offers specific suggestions and practical implications for future research, serving as a valuable reference for teachers, parents of upper-grade elementary school students, and researchers. |
