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研究生:王偉聰
研究生(外文):WONG, WAI-CHUNG
論文名稱:大學生情緒智力、運動參與程度與人際關係之研究
論文名稱(外文):A Study on the Relationship among Emotional Intelligence, Exercise Participation Degree and Interpersonal Relationship of Undergraduate Students in Taiwan
指導教授:張志銘張志銘引用關係
指導教授(外文):CHANG, CHIH-MING
口試委員:張志銘賴永成林作慶
口試委員(外文):CHANG, CHIH-MINGLAI, YUNG-CHENGLIN, TSO-CHING
口試日期:2023-10-26
學位類別:碩士
校院名稱:大葉大學
系所名稱:運動健康管理學系
學門:民生學門
學類:運動休閒及休閒管理學類
論文種類:學術論文
論文出版年:2024
畢業學年度:112
語文別:中文
論文頁數:76
中文關鍵詞:情緒困擾身體活動社交關係
外文關鍵詞:Emotional DisturbancePhysical ActivitySocial Relationship
相關次數:
  • 被引用被引用:1
  • 點閱點閱:136
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  • 下載下載:54
  • 收藏至我的研究室書目清單書目收藏:1
本研究旨在探討台灣大專院校大學生情緒智力、運動參與程 度、與人際關係,以全台大學生為研究對象,透過Facebook、IG、 Dcard等多個網路平台發放Google問卷並回收共1042份問卷,其中並沒無效問卷,故有效問卷為100 %。採用SPSS電腦統計軟體 進行描述性分析、皮爾森積差相關、簡單及多元迴歸分析等,得 到研究結果如下:
一、大學生情緒智力越高時,人際關係的表現就會越好;情緒智力之自我情緒認知與瞭解、自我情緒應用與管理、社會互動 認知與瞭解、社會互動應用與管理越大時,將提升影響整體人際關係。
二、大學生情緒智力高,運動參與程度越高;情緒智力之自我情緒認知與瞭解、自我情緒應用與管理、社會互動認知與瞭解、 社會互動應用與管理越大時,將影響整體運動參與程度使其變高。
三、大學生運動參與程度越高時,人際關係的表現就會越好。運動參與程度之平均每週的運動次數、平均每次運動的時間、 參與運動後身體疲勞的程度越好時,將影響整體人際關係使 其表現更好。 本研究將藉由實證研究,探討台灣大學生情緒智力、運動參與程度及人際關係之相互關係,進而歸納出研究結果,提出具體 的建議,來協助大學生提升其生活品質。
The purpose of this study is to explore the emotional intelligence, exercise participation, and interpersonal relationship of college students in Taiwan. Taking Taiwan's college students as the research object, google questionnaires were distributed through multiple online platforms such as Facebook, IG, Dcard, and a total of 1042 questionnaires were recovered. There was no invalid among questionnaires, so the valid questionnaire was 100 %. Using SPSS computer statistical software for descriptive analysis, pearson correlation coefficient, simple and multiple regression analysis etc., the research conclusions are as follows:
1. High emotional intelligence of college students, the better the interpersonal relationship; the greater self-emotional cognition and understanding, self-emotional application and management, social interaction cognition and understanding, social interactive application and management, comes greater overall interpersonal relationship.
2. High emotional intelligence in college students, the higher exercise participation degree; the self -emotional cognition and understanding, the greater self-emotional cognition and understanding, self-emotional application and management, social interaction cognition and understanding, social interactive application and management comes greater overall exercise participation degree.
3. The higher the degree of participation of college students, the better the interpersonal relationship. The better the average weekly exercise times, the average time of each exercise, and the degree of physical fatigue after participating in exercise, it will affect the overall interpersonal relationship and make its better.
This study will explore the relationship between the emotional intelligence, the degree of exercise and interpersonal relationships of Taiwan's college students through empirical research, and then summarize the results of the research and put forward specific suggestions to assist college students to improve their quality of life.
封面內頁
簽名頁
中文摘要........................................................................ iii
ABSTRACT ................................................................... iv
誌謝............................................................................... vi
目錄............................................................................... vii
圖目錄............................................................................ ix
表目錄............................................................................ x
第一章 緒論 ................................................................... 1
第一節 研究背景與動機 ................................................. 1
第二節 研究目的 ........................................................... 3
第三節 名詞解釋 ........................................................... 4
第二章 文獻探討 ........................................................... 6
第一節 情緒智力的定義與相關研究 ............................... 6
第二節 運動參與程度的相關研究 .................................. 10
第三節 人際關係的定義與相關研究 ............................... 12
第四節 研究假設推論 .................................................... 15
第三章 研究方法 .......................................................... 21
第一節 研究架構 .......................................................... 21
第二節 研究流程 .......................................................... 22
第三節 研究對象與抽樣方法 ......................................... 23
第四節 研究工具 .......................................................... 23
第五節 資料處理與分析 ............................................... 26
第四章 結果與討論 .................................................................... 28
第一節 臺灣各大專校院大學部學生基本背景變項之描述 ................................................................ 28
第二節 大學生情緒智力、運動參與程度與人際關係之相關分析 ..................................................... 30
第三節 大學生情緒智力對人際關係之預測效果分析........................................................................ 37
第四節 大學生情緒智力對運動參與程度之預測效果分析 ................................................................. 43
第五節 大學生運動參與程度對人際關係之預測效果分析 ................................................................. 49
第五章 結論與建議 ....................................................... 56
第一節 結論 ................................................................. 56
第二節 建議 ................................................................. 58
參考文獻 .......................................................................60
附錄 正式問卷 .............................................................. 73

圖目錄
圖 3-1-1 研究架構圖.......................................................21
圖 3-2-1 研究流程圖......................................................22

表目錄
表 2-1-1 情緒智力研究定義表......................................................6
表 2-1-2 情緒智力衡量構面整理表..............................................9
表 2-3-1 人際關係研究定義表....................................................13
表 3-4-1 大學生情緒智力量表因素分析及信度分析結果.........24
表 3-4-2 大學生人際關係量表因素分析及信度分析結果.........25
表 4-1-1 性別分布情形................................................................28
表 4-1-2 年齡分布情形................................................................29
表 4-1-3 年級分布情形................................................................29
表 4-1-4 學校地區狀況分布情形................................................29
表 4-2-1 情緒智力之描述性統計................................................30
表 4-2-2 運動參與程度之描述性統計........................................31
表 4-2-3 每週的運動次數之之描述性統計.................................31
表 4-2-4 平均每次運動的時間之描述性統計.............................32
表 4-2-5 運動後身體疲勞的程度之描述性統計.........................32
表 4-2-6 人際關係之描述性統計................................................33
表 4-2-7 大學生情緒智力、運動參與程度與人際關係之平均排
序.................................................................................... 33
表 4-2-8 大學生情緒智力,運動參與程度與人際關係之積差相
關分析 ............................................................................ 36
表 4-3-1 簡單迴歸分析................................................................37
表 4-3-2 多變量迴歸分析............................................................38
表 4-3-3 多變量迴歸分析............................................................40
表 4-4-1 簡單迴歸分析................................................................44
表 4-4-2 多變量迴歸分析............................................................45
表 4-4-3 多變量迴歸分析............................................................46
表 4-5-1 簡單迴歸分析................................................................50
表 4-5-2 多變量迴歸分析............................................................51
表 4-5-3 多變量迴歸分析............................................................52
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三、網路部分
世界衛生組織(2022)。身體活動量建議。取自 https:// www.
who.int/news-room/fact-sheets/detail/physical-activity
自由時報(2021)。大學生看心理諮商專業形象」問卷調查。取自 https://news.ltn.com.tw/news/life/breakingnews/3725650
社團法人臺灣憂鬱症防治協會(2021)。正視憂鬱症造成的社會 經 濟 負 擔 。 取 自 https://www.depression.org.tw/knowledge/info.asp?/70.html
香港城市大學(2020)。調查發現過去三年大學生幸福感及生活滿
意度跌「聯校心理健康推廣計劃」助積極應對困難。取自
https://www.cityu.edu.hk/zh-hk/media/press-release/2020/08/22
/diaochafaxianguoqusanniandaxueshengxingfuganjishenghuom
anyidudie-lianxiaoxinlijiankangtuiguangjihua-zhujijiyingduiku
nnan-chinese-version-only
美國運動醫學會(2020)。身體活動量建議。取自 https://www.acsm.
org/blog-detail/acsm-certified-blog/2020/05/07/acsm-guidelines-resou
rces-and-downloads
國 民 健 康 署 ( 2 0 2 1 )。 身 體 活 動 量 建 議 。 取 自 h t t p s : / / w w w . h p a . g o v . t w /
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