臺北市高齡學習者健康促進、人際互動及生活滿意之研究

Health Improvement, Interpersonal Relationships, and Life Satisfaction Among Elderly Learners in Taipei

10.6209/JORIES.201806_63(2).0006

陳淑敏(Amy Shumin Chen)；張澄清(Cheng-Ching Chang)；吳志富(Chih-Fu Wu)

人際互動 ； 生活滿意 ； 高齡學習 ； 健康促進 ； 學習型態與類別 ； elderly learners ； health improvement ； interpersonal interaction ； learning topics and style ； life satisfaction

教育科學研究期刊

63卷2期（2018 / 06 / 01）

127 - 161

繁體中文

臺灣自1993 年起已成為人口老化國家，協助高齡者體認健康之重要性及從事學習活動與社會活動，是積極面對人口老化的重要方針。鑑此，本研究以調查法探究臺北市高齡學習者偏好之學習類別與學習型態，並據此將高齡學習者分為「積極」、「保守」、「知性取向」及「人際取向」四類，其中以人際取向學習者居多、保守學習者最少。分析結果顯示，年齡、教育程度、居住地區及婚姻狀況與學習者類型呈顯著關聯性，其中，未滿60歲、國中以下教育程度之分組積極學習者的比例較少；70～74 歲、研究所以上學歷積極學習者比例較高。信義區積極學習者比例較高、松山區則以保守學習者較多。喪偶者呈現較傾向於積極學習者與人際取向學習者。整體而言，積極學習者不論在健康促進行為、人際互動趨向及生活滿意度，皆優於保守與人際取向學習者。基於本研究之發現，建議高齡學習相關資源、方案、規劃、活動和課程，應多方考量學習者的個別特性及地區差異，以增強保守學習者持續參與學習的動機和提升低社經地區民眾的整體參與為積極面對高齡社會之策略。

Taiwan has been an aging society since 1993. Elderly people should be encouraged to recognize the importance of their health, plan their finances early, and participate in learning and social activities, because these are important strategies for actively facing the aging process. This study explored the preferred categories and styles of learning among elderly people in Taipei. The results showed that elderly people could be divided into four types according to their learning interests: active, conservative, intellectually oriented, and interpersonally oriented. Most elderly learners were interpersonally oriented, and fewest of them were conservative learners. The findings indicated that learners' age, educational level, residential area, and marital status were significantly related to their learning type. Fewer active learners were found among those who were less than 60 years old or who had not completed senior high school. Those who were 70 to 74 years old or who had master's degrees were more active learners. Active learners were more frequently found among elderly people living in Xinyi District, whereas in Songshan District there were more conservative learners. Widowers were more likely to be active and interpersonally oriented learners. Moreover, active learners showed a higher degree of health improvement behavior, interpersonal interaction, and life satisfaction than conservative and interpersonally oriented learners. The authors suggest that differences in learners’ characteristics and location should be kept in mind when planning resources, programs, and activities for elderly people. Moreover, as goals for an aging society, it is necessary to increase the motivation of the category of the conservative groups to engage in learning activities and to promote learning participations for those elder learners with lower social and economic status.

1. 吳枚瑛、陳香廷、魯盈讌、洪瑞兒(2018)。探討高雄市青少年自覺健康、身體意象及幸福感之關係。教育科學研究期刊，63(1)，33-67。
   連結：
2. AL-Momani, F. F.(2016).The effectiveness of psychological and social services for the elderly in their own institutions from their perspective in Jordan.Journal of Education and Practice,7(20),23-31.
3. Begle, A. M.,Strachan, M.,Cisler, J. M.,Amstadter, A. B.,Hernandez, M.,Acierno, R.(2011).Elder mistreatment and emotional symptoms among older adults in a largely rural population: The South Carolina elder mistreatment study.Journal of Interpersonal Violence,26(11),2321-2332.
4. Birren, J. E.(Ed.),Schaie, K. W.(Ed.)(1977).Handbook of the psychology of aging.New York, NY:Van Nostrand Reinhold.
5. Boulton-Lewis, G. M.,Buys, L.,Lovie-Kitchin, J. E.(2006).Learning and active aging.Educational Gerontology,32(4),271-282.
6. Bryan, V. C.(1993).,未出版
7. Chang, D.-F.,Lin, S.-P.(2011).Motivation to learn among older adult in Taiwan.Educational Gerontology,37(7),574-592.
8. Chou, K.-L.,Chi, I.,Leung, A.(2003).Interest in formal learning among soon-to-be-aged adults in Hong Kong.Educational Gerontology,29(9),723-737.
9. Clennell, S.(Ed.)(1990).,未出版
10. Gergen, M. M.,Gergen, K. J.(2002).Positive ageing: New images for a new age.Ageing International,27(1),3-23.
11. Glendenning, F.(Ed.)(2000).Teaching and learning in later life: Theoretical implication.Aldershot, UK:Ashgate Arena.
12. Glendenning, F.(Ed.)(2000).Teaching and learning in later life: Theoretical implications.Aldershot, UK:Ashgate Arena.
13. Griffith, T. D.(2001).Tallahassee, FL.,The Florida State University.
14. Hammond, C.(2004).Impacts of lifelong learning upon emotional resilience, psychological and mental health: Fieldwork evidence.Oxford Review of Education,30(4),551-568.
15. Havighurst, R. J.(1952).Developmental tasks and education.New York, NY:Longmans, Green.
16. Henry, N. J.(1989).Syracuse, NY.,Syracuse University.
17. Hodkinson, P.,Ford, G.,Hodkinson, H.,Hawthorn, R.(2008).Retirement as a learning process.Educational Gerontology,34(3),167-184.
18. Hori, S.,Cusack, S.(2006).Third-age education in Canada and Japan: Attitudes toward aging and participation in learning.Educational Gerontology,32(6),463-481.
19. Ilieva-Trichkova, P.(2016).Lifelong learning: Capabilities and aspirations.Education provision to every one: Comparing perspectives from around the world,Sofia, Bulgaria:
20. Kim, A.,Merriam, S. B.(2004).Motivation for learning among older adult in a learning in retirement institute.Educational Gerontology,30(6),441-455.
21. Lamdin, L.,Fugate, M.(1997).Elderlearning: New frontier in an aging society.Phoenix, AZ:The Oryx Press.
22. Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-396. doi:10.1037/h0054346
23. Mclarry, S.(2007).Journey to healthy aging: Impact of community based education programs on knowledge and health behavior in older adults.Forum on Public Policy,2007(1),1-14.
24. Nutt, T. E.(2001).Colleqe Station, TX.,Texas A&M University.
25. O'Dowd, M.(2005).Learning from childhood to mature adulthood: What makes people want to learn and keep on learning?.Compare: A Journal of Comparative and International Education,35(3),321-338.
26. Pearce, S. D.(1991).Toward understanding the participation of older adults in continuing education.Educational Gerontology,17(5),451-464.
27. Peterson, D. A.(1983).Facilitating education for older learners.San Francisco, CA:Josssey-Bass.
28. Pevoto, A. E.(1989).,未出版
29. Piercy, G.(2013).Transformative learning theory and spirituality: A whole-person approach.Journal of Instructional Research,2,30-42.
30. Rowe, J. W.,Kahn, R. L.(1998).Successful ageing.New York, NY:Dell.
31. Schaefer, J. L.(2009).Voices of older baby boomer students: Supporting their transitions back into college.Education Gerontology,36(1),67-90.
32. Schroepfer, T. A.(2008).Social relationships and their role in the consideration to hasten death.The Gerontologist,48(5),612-621.
33. Schuller, T.,Preston, J.,Hammond, C.,Brassett-Grundy, A.,Bynner, J.(2004).The benefits of learning: The impact of education on health, family life, and social capital.London, UK:Routledge Falmer.
34. Stine-Morrow, E. A. L.,Hussey, E. K.,Ng, S.(2015).The potential for literacy to shape lifelong cognitive health.Policy Insights from the Behavioral and Brain Sciences,2(1),92-100.
35. Tam, M.(2014).Intergenerational service learning between the old and young: What, why and how.Educational Gerontology,40(6),401-413.
36. Tam, M.,Chui, E.(2016).Ageing and learning: What do they mean to elders themselves?.Studies in Continuing Education,38(2),195-212.
37. Thursz, D.(Ed.),Nusberg, C.(Ed.),Prather, J.(Ed.)(1995).Empowering older people: An international approach.London, UK:Cassell.
38. Walker, A. S.(2016).Narrative medicine: Community poetry heals young and old.Community Literacy Journal,11(1),138-145.
39. World Health Organization(2002).Active ageing: A policy framework.Geneva, Switzerland:Author.
40. Wu, B.,Yue, Y.,Silverstein, N. M.,Alexlrod, D. T.,Shou, L. L.,Song, P. P.(2005).Are contributory behaviors related to culture? Comparison of the oldest old in the United States and in China.Ageing International,30(3),296-323.
41. 中華民國成人及終身教育學會編(2004)。高齡社會與高齡教育。臺北市=Taipei, Taiwan:師大書苑=Shita Books。
42. 王婉如(2011)。嘉義縣=Chiayi County, Taiwan，國立中正大學=National Chung Cheng University。
43. 林麗惠(2002)。高齡者參與學習活動之探究。成人及終身教育學刊，6，107-129。
44. 林麗惠、高玉靜(2016)。高齡教育社會效果之調查。人文與社會科學簡訊，17(3)，47-54。
45. 邱皓政(2010)。量化研究與統計分析：SPSS（PASW）資料分析範例解析。臺北市=Taipei, Taiwan:五南=Wu-Nan Book。
46. 國家發展委員會(2017)。中華民國人口推估（105 至150 年）。
47. 陳建宏（2005）。日本「高齡者在地域農業社會之角色」意向調查結果。臺北市：行政院農業委員會。【Chen, J.-H. (2005). Opinions survey on the elders' role of the local agricultures in Japan. Taipei, Taiwan: Council of Agriculture, Executive Yuan.】
48. 陳麗光、陸偉明(2016)。我年過60 歲，我在大學念書：臺灣高等教育中的高齡學習者基本特徵。教育政策論壇，19(3)，99-134。
49. 黃郁婷、楊雅筠(2006)。老年人友誼支持與幸福感之研究─以台北市老人服務中心為例。社區發展，113，208-224。
50. 黃國彥(1991)。教育部委託研究報告教育部委託研究報告,嘉義縣=Chiayi County, Taiwan:國立嘉義師範學院=National Chiayi Teachers College。
51. 黃富順、林麗惠、梁芷瑄、林曉齡(2008)。教育部委託研究報告教育部委託研究報告,新竹市=Hsinchu, Taiwan:玄奘大學=Hsuan Chuang University。
52. 臺北市政府主計處（2016）。臺北市家庭收支資料庫查詢系統。取自http://210.69.61.217/pxweb2007-tp/dialog/statfile9_FI.asp【Department of Budget, Accounting and Statistics of Taipei Government. (2016). Survey database of the family income and expenditure in Taipei City. Retrieved from http://210.69.61.217/pxweb2007-tp/dialog/statfile9_FI.asp】
53. 賴銹慧(1990)。臺北市=Taipei, Taiwan，國立臺灣師範大學=National Taiwan Normal University。
54. 魏惠娟(2014)。老化危機與學習超越。新北市終身學習期刊，7，16-25。

1. 簡晉龍,陳貽照,許詩淇(2020)。高齡者之感恩性情對主觀幸福感的影響：情緒與認知之雙元中介機制。教育心理學報，52(1)，81-111。
2. 羅一馨,劉智淇,王雅鈴(2022)。高齡學習者社會接觸動機與活躍老化之關係：老化態度之中介效果。教育科學研究期刊，67(3)，177-204。
3. (2024)。臺灣熟齡者參與正向藝術治療團體經驗之探究。教育心理學報，56(1)，159-190。