| 關 鍵 詞： |
大學生；家庭社經地位；生活適應困擾；幸福感 |
| 中文摘要： |
本研究在瞭解大學生的家庭社經地位、生活適應困擾與幸福感之關聯性，從一所國立大學透過問卷調查法抽取 450 位學生，透過單因子變異數分析、相關係數及迴歸分析，獲得結論如下：大學生的時間管理困擾、生涯規劃困擾、人際關係困擾不高；而各年級生在感情困擾及生活壓力困擾較高，尤其是感情困擾最高，大一至大三學生以感情困擾最高，大四生則以生活壓力困擾最高。各年級學生幸福感良好，較少負面情緒，有較正向情緒。不同年級在生活適應困擾與幸福感沒有明顯差異。大學生的生涯規劃、人際關係、時間管理與感情困擾愈高，正面情緒愈低，而人際關係、時間管理與生活壓力困擾愈高，負面情緒愈高，然而感情困擾對負面情緒沒有明顯影響。此外，家庭社經地位愈高的學生，沒有正面情緒愈高，但負面情緒愈高。本研究從結論深入討論，提出具體建議。
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| 英文關鍵詞： |
university students；family socioeconomic status；life adjustment distress；well-being |
| 英文摘要： |
In this study to understand the relationships among the family socioeconomic status, life adjustment difficulties and well-being of university students, 450 students were selected from a public university through a questionnaire survey. Through one-way variance analysis, correlation coefficient and regression analysis, the conclusions were as follows: University students’ time management troubles, career planning troubles, and interpersonal troubles were not high; while the emotional troubles and life stress troubles are higher among students of all grades, especially the emotional troubles were the highest. Life stress was the most troublesome. Students of all grades had a good sense of well-being, less negative emotions and more positive emotions. There was no significant difference in life adjustment distress and well-being among different grades. The higher the career planning, interpersonal relationship, time management and emotional distress of college students, the lower the positive emotion, while the higher the interpersonal relationship, time management and life stress distress, the higher the negative emotion. However, emotional distress had no significant effect on negative emotion. In addition, students with higher family socioeconomic status had higher no positive emotions, but higher negative emotions. This study discussed in depth from the conclusions and made specific recommendations.
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| 目 次： |
壹、緒論
貳、文獻探討
一、生活適應的意涵與理論與測量面向
二、幸福感的意涵與理論和研究
三、大學生生活適應與幸福感的相關研究
參、研究設計與實施
一、研究架構
二、變項測量
三、研究對象
四、研究工具
四、資料處理
肆、結果與討論
一、整體及各年級的生活適應困擾及幸福感的差異
二、各年級生的正負面情緒
三、家庭社經地位與生活適應困擾對幸福感的預測情形
（一）資料性質評估
（二）投入變項對正負面情緒的迴歸分析結果
四、綜合討論
伍、結論與建議
一、結論
二、建議
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