大學生日常生活主觀經驗品質之探討：知覺的挑戰與技巧之效果分析

The Quality of Subjective Experience in Daily Lives of College Students: The Effect of Perceived Challenges and Skills

10.6129/CJP.2010.5202.02

曾文志(Wen-Chih Tseng)

大學生 ； 心流 ； 知覺的技巧 ； 知覺的挑戰 ； 經驗品質 ； college students ； flow ； perceived challenge ； perceived skill ； the quality of experience

中華心理學刊

52卷2期（2010 / 06 / 01）

133 - 153

繁體中文

本研究旨在探討大學生在知覺高挑戰與高技巧的狀況下，主觀經驗的品質，以及在整體領域和各活動背景中，知覺的挑戰、技巧、及兩者的交互作用對主觀經驗的效果。本研究使用經驗取樣法測量101位大學生一週期間每天8次的生活經驗（共收集到5,640份反應資料）。研究結果顯示，大學生在知覺高挑戰與高技巧的狀況下，專注、控制、興趣及投入等經驗呈現高於平均狀況的正向品質。此外，階層線性模式分析結果顯示，整體而言，知覺的挑戰與技巧的交互作用對主觀經驗品質具有正向效果，然而在不同的活動背景中，知覺的挑戰與技巧對不同經驗所扮演的角色卻有所差異；對於大學生的主觀經驗，知覺的挑戰與技巧可以解釋個體之內11%-39%左右的變異。本研究結果對於提昇大學生日常生活經驗品質具有啟示，研究者最後針對心流模式提出討論，並對大學生的學習與輔導提出建議。

This study conducted two major examinations. First, the present study examined whether varying ratios of perceived challenge and skill can explain the range of negative to positive variations in daily experience. Second, the article investigated the effects that perceived challenges and skills in activities have on the quality of everyday life experience. The design of the study involved an experience sampling methodology; 101 college students completed experience surveys at eight times during the day for a period of one week, resulting in a total 5,640 observations. The experience surveys measure daily variations in five dimensions of experience (concentration, control, interest, enjoyment, and involvement) in four contexts. Findings showed that the quality of experience in high-challenge/high-skill conditions was characterized by high concentration, control, interest, and involvement of the situation. Results from hierarchical linear modeling analyses showed that prediction of flow theory that the interaction of challenges and skills has a positive effect on the quality of experience. Yet some differences of parameter estimates were found between dimensions of experience and between social contexts of activity. The perceived challenges, skills, and their interaction explained 11%-39% of the with-individual variance in dimensions of experience. These findings suggest implications for improving the quality of Taiwanese college students’ life and call for a further improvement of the flow model.

1. 曾文志(2007)。大學生對美好生活的常識概念與主觀幸福感之研究。教育心理學報，38，417-441。
   連結：
2. Argyle, M.(1987).The psychology of happiness.London:Methuen.
3. Asakawa, K.(2004).Flow experience and autotelic personality in Japanese college students: How do they experience challenges in daily life?.Journal of Happiness Studies,5,123-154.
4. Benton, S. A.,Robertson, J, M.,Tseng, W. C.,Newton, F. B.,Benton, S. L.(2003).Changes in counseling center client problems across 13 years.Professional Psychology: Research and Practice,34,66-72.
5. Campbell, A.,Converse, P. E.,Rodgers, W. L.(1976).The quality of American life.New York:Sage.
6. Chickering, A. W.,Reisser, L.(1993).Education and identity.San Francisco:Jossey-Bass.
7. Clarke, S. G.,Haworth, J. T.(1994).'Flow' experience in the daily lives of sixth-form college students.British Journal of Psychology,85,511-523.
8. Csikszentmihalyi, M.(2000).Beyond boredom and anxiety.San Francisco:Jossey-Bass.
9. Csikszentmihalyi, M.(1990).Flow: The psychology of optimal experience.New York:Harper & Collins.
10. Csikszentmihalyi, M.(ed.),Csikszentmihalyi , I. S.(ed.)(1988).Optimal experience: Psychological studies of flow in consciousness.Cambridge, UK:Cambridge University Press.
11. Csikszentmihalyi, M.(ed.),Csikszentmihalyi, I. S.(ed.)(1988).Optimal experience: Psychological studies of flow in consciousness.Cambridge, UK:Cambridge University Press.
12. Csikszentmihalyi, M.,Larson, R.(1987).Validity and reliability of the experience-sampling method.The Journal of Nervous and Mental Disease,175,526-536.
13. Csikszentmihalyi, M.,Larson, R.,Prescott, S.(1997).The ecology of adolescent activities and experiences.Journal of Youth and Adolescence,6,281-294.
14. Csikszentmihalyi, M.,LeFevre, J.(1989).Optimal experience in work and leisure.Journal of Personality and Social Psychology,56,815-822.
15. Csikszentmihalyi, M.,Rathunde, K.,Whalen, S.(1993).Talented teenagers: A longitudinal study of their development.New York:Cambridge University Press.
16. Csikszentmihalyi, M.,Schneider, B.(2000).Becoming adult: How teenagers prepare for the world of work.New York:Basic Books.
17. Delle Fave, A.,Massimini, F.(2005).The investigation of optimal experience and apathy: Developmental and psychosocial implication.European Psychologist,10,264-274.
18. Hektner, J. M.,Schmidt, J. A.,Csikszentmihalyi, M.(2007).Experience sampling method: Measuring the quality of everyday life.Thousand Oaks, CA:Sage.
19. Hunter, J. P.,Csikszentmihalyi, M.(2003).The positive psychology of interested adolescents.Journal of Youth of Adolescence,32,27-35.
20. Massimini, F.,Carli, M.,M. Csikszentmihalyi(eds.),I. S. Csikszentmihalyi (eds.)(1988).Optimal experience: Psychological studies of flow in consciousness.Cambridge, UK:Cambridge University Press.
21. Massimini, F.,Csikszentmihalyi, M.,Carli, M.(1987).The monitoring of optimal experience: A tool for psychiatric rehabilitation.Journal of Nervous and Mental Disease,175,545-549.
22. Moneta, G. B.,Csikszentmihalyi, M.(1996).The effect of perceived challenges and skills on the quality of subjective experience.Journal of Personality,64,275-310.
23. Ong, A. D.(ed.),van Dulmen, M. H. M.(ed.)(2007).Oxford handbook of methods in positive psychology.New York:Oxford University Press.
24. Raudenbush, S. W.,Bryk, A. S.(2002).Hierarchical linear models: Applications and data analysis methods.Thousand Oaks, CA:Sage.
25. Seligman, M. E. P.,Csikszentmihalyi, M.(2000).Positive psychology: An introduction.American Psychologist,55,5-14.
26. Snyder, C. R.(ed.),Lopez, S. J.(ed.)(2005).Handbook of positive psychology.New York:Oxford University Press.
27. 曾文志(2010)。大學生最佳經驗及相關情境與個體因素：微觀分析取向。教育與心理研究

1. 陳柏霖(Po-Lin Chen)(2022)。幸福感教學2.0融入正向園藝療育課程對學生心盛與幸福感之影響。教育研究與發展期刊。18(1)。41-74。