大學生幸福感施測問卷之建構

Abstract

正向心理學的興起擴展了對心理健康的界定，強調關注個體的優勢、潛能和從困難中恢復的能力。它強調推動人們的正向心理狀態，如快樂、幸福感等，並提升其幸福和生活品質。對於大學生而言，這一階段面臨學業壓力、適應新環境和人際關係等多重挑戰。因此，關注大學生的幸福感對促進其心理健康、提高適應能力以及減輕焦慮和壓力的負面影響至關重要。然而，目前對於大學生幸福感的問卷量表尚不完善。故，本研究者旨在建構一份適用於大學生的幸福感問卷，有助於深入了解大學生的幸福感狀態，並為制定相應的初級預防措施提供重要依據。本研究採文獻探討整理出大學生幸福感之三大構面，並採用德懷術，完成三次問卷專家效度調查，經由來回三次 的匿名討論，建構出「大學生幸福感施測問卷」之內涵項目。根據研究發現，歸納出以下結論：一、大學生幸福感宜包含之三大構面，分別是：主觀幸福感：主要分為情緒層面以及認知層面兩個面向；心理幸福感：主要分為自我接納、正向關係、個人成長、生活目的、環境掌控、自主性六個面向；社會幸福感：主要分為社會整合、社會接受、社會貢獻、社會實現以及社會一致五個面向。二、大學生幸福感施測問卷內涵項目五十四題：第一部分：主觀幸福感，共十四題；第二部分：心理幸福感，共十八題；第三部分：社會幸福感，共十四題；第四部分：個人基本資料，共八題；共五十四題。根據本研究過程與結論，研究者針對大學生幸福感施測的實務面及日後研究等提出相關建議，亦可提供未來有興趣的研究者參考，並成為推動大學生幸福感政策和課程教材編制的基礎。

The rise of positive psychology has broadened the definition of mental well-being, emphasizing the focus on individual advantage , potentials, and ability to recover from difficulties. It highlights the promotion of positive psychological states, such as happiness and overall well-being, to enhance individuals' quality of life. For college students, this developmental stage entails various challenges, including academic pressures, adapting to new environments, and managing interpersonal relationships. Therefore, attending to the well-being of university students is crucial for promoting their mental health, enhancing their adaptive capacities, and mitigating the negative impacts of anxiety and stress. However, there is currently a lack of comprehensive well-being measures specifically tailored to assess the well-being levels of university students. Hence, researchers aim to develop a well-being questionnaire suitable for university students to address this research gap and facilitate a deeper understanding of their well-being status. Moreover, it will provide valuable insights for developing appropriate primary prevention interventions.The present study conducted a literature review to identify the three major dimensions of well-being among university students. The modified Delphi technique was employed to establish the content of the"University Student Well-being Measurement Questionnaire" through three rounds of expert validity assessment. Anonymous discussions were conducted among the experts in the three rounds of the Delphi technique. Based on the research findings, the following conclusions were drawn: The three major dimensions of well-being for university students are as follows: Subjective well-being, which includes emotional and cognitive aspects. Psychological well-being, which comprises self-acceptance, positiverelationships, personal growth, life purpose, environmental mastery, and autonomy.Social well-being, which consists of social integration, social acceptance, social contribution, social accomplishment, and social coherence.The "Construction of the Questionnaire of Well-Being for College Students "consists of 54 items organized into four diemension: Part 1: Subjective well-being diemension, with 14 items. Part 2: Psychological well-being diemension, with 18 items. Part 3: Social well-being diemension, with 14 items. Part 4: Demographic information, with 8 items. Based on the research process and conclusions, the researchers provide practical implications and suggestions for future studies on measuring well-being among university students. The findings can serve as a reference for interested researchers and provide a foundation for promoting policies and developing curriculum materials related to university students' well-being. Please note that the translation provided is a general representation of the content in a scholarly context. It is always recommended to review and revise the translation according to the specific guidelines and requirements of the target publication or academic institution.