幸福感与学习成就之跨国分析-教育研究与发展期刊.PDFVIP

教育研究與發展期刊 DOI 10.3966/181665042017091303002 第十三卷第三期 2017年9月 頁31-66 幸福感與學習成就之跨國分析 張芳全 國立臺北教育大學教育經營與管理系教授 摘　要 幸福感與學生學習成就之關聯性是重要議題。許多研究探討學生特性與學習 成就的關聯性，忽略了幸福感的因素。本研究以正向心理學理論，從UNDP （2014 ） 的《人力發展報告》（Human Development Report ）取得56 個國家的主觀與客觀 幸福感、學習成就（數學、科學與閱讀成就）資料，探討學習成就與幸福感排名 與其對學習成就的影響，獲得以下結論：學習成就排前五名為新加坡、南韓、日本、 臺灣及芬蘭。主觀與客觀幸福感較高的國家，其學習成就不一定比較好；主觀幸 福感中的國民安全滿意度對學習成就有正向助益，而客觀幸福感中的性別不平等 與失業率對學習成就的影響至為關鍵。上述反應了，國民安全滿意度高，學習成 就好，而性別愈不平等與失業率愈高，對學習成就有負面影響。最後，各國的客 觀幸福感與學習成就之間，存在主觀幸福感部分中介的影響。 關鍵詞：學習成就、幸福感、性別不平等指數、失業率、國際學生能力評量計畫 張芳全電子郵件：fcchang@.tw Journal of Educational Research and Development September 30, 2017, Vol. 13, No. 3 pp. 31-66 A Cross-Nations Study of the Well-Being and Academic Achievement Fang-Chung Chang Professor, Department of Educational Management, National Taipei University of Education Abstract The relationships between well-being and academic achievement is an important issue. Many studies on academic achievement focused on factors related to student characteristics and ignored the notion of well-being. In this study based on the positive psychology theory, we ranked the academic achievement and well-being in 56 countries, and also investigated the subjective and objective well-being impact factors in academic achievement (mathematics, science, and reading achievement) in 56 countries, using data collected from UNDP (2014) “Human development report.” The results were as follows. First, on the top fi ve ranking of the academic achievement were Singapore, South Korea, Japan, Taiwan and Finland. Second, the high subjective well-being countries did not always reach a higher academic achievement, and there was a positively significant relationship between the safety perceptions of individual well-being, the objective well- being and academic achievement, especially in t