| 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。
摘要(英文)： 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 wellbeing and academic achievement, especially in the ratio of unemployment and the Gender Inequality Index. It implied that these were significant factor in the academic achievement. That is, the higher the ratio of unemployment and Gender Inequality Index that a nation has, the more negative effects the nation has on the academic achievement. Moreover, subjective well-being partly enhanced the academic achievement. |
