[ 摘要 ]
本研究旨在探討原住民學童的親子依附、同儕依附與幸福感之關係。本調查研究以南投縣九十六學年度公立國小508名高年級原住民學童為研究對象，並選用「依附量表」及「幸福感量表」為研究工具。所得資料經平均數、標準差、t考驗、單因子變異數分析、Pearson積差相關等方法加以分析，茲將研究所得結果歸納如下：
1. 原住民學童親子依附關係品質之現況僅具中等程度，各依附因素中以溝通與尊重之得分為最高。
2. 原住民學童同儕依附關係品質之現況大致良好，各依附因素中以親密與分享之得分為最高。
3. 原住民學童幸福感之現況大致良好，各層面中以人際和諧得分為最高。
4. 不同性別之原住民學童在親子依附、同儕依附與幸福感上，部分依附因素與分層面有差異。女童在親子依附-親密與分享、同儕依附關係、以及幸福感之人際和諧高於男童；但是在幸福感之自我悅納、情緒感受低於男童。
5. 不同出生序之原住民學童在親子依附、同儕依附與幸福感上，沒有差異。
6. 不同家庭結構之原住民學童在親子依附上沒有差異。
7. 不同家庭結構之原住民學童在同儕依附與幸福感上，部分依附因素與分層面有差異。生親家庭的原住民學童在同儕依附之溝通與尊重及幸福感之情緒感受高於非生親家庭學童。
8. 原住民學童的親子依附、同儕依附與幸福感達中度的正相關。親子依附關係品質越良好之原住民學童，其同儕依附關係品質也越佳，幸福感受亦越高。
本研究根據上述之研究結果提出建議，以供未來研究或教育輔導之參考。
[ 英文摘要 ]
The study of the relationship between attachment relationship and subjective well-being on the aboriginal elementary students
Abstract
The main purpose of this study was to investigate the parent-child attachment relationship, peer attachment relationship and subjective well-being of aboriginal elementary students. The subjects were 508 fifth and sixth grade aboriginal students in Nantou County’s public elementary schools during 2007 academic year. The measurement instruments applied in this study included The Attachment Relationship Scale for Children and The Well-being Scale. The collected data were analyzed through the calculations of mean, standard deviation, t-test, one-way ANOVA and Pearson product-moment correlation. The results were:
1. Current status of parent-child attachment relationship of the aboriginal elementary students was on medium degree. The highest score fell in “communication and respect” factor.
2. Current status of peer attachment relationship of the aboriginal elementary students was positive satisfactory. The highest score fell in “intimacy and share” factor.
3. Current status of subjective well-being of the aboriginal elementary students was positive satisfactory. The highest score fell in “interpersonal harmonious” aspect.
4. There were differences in some aspects of parent-child attachment relationship, peer attachment relationship and subjective well-being between the aboriginal elementary students of different genders. Female students were higher than male students on “intimacy and share of parent-child attachment relationship”, ”peer attachment relationship”, and ”interpersonal harmonious of well-being”, but were lower on ”self- definite” and “emotion affective” of well-being .
5. There were no differences in parent-child attachment relationship, peer attachment relationship and subjective well-being between the aboriginal elementary students of different birth order.
6. There were no differences in parent-child attachment relationship between the aboriginal elementary students of different family structure.
7. There were differences in some aspects of peer attachment relationship and subjective well-being between the aboriginal elementary students of different family structure. Students of intact families were higher than non-intact families on “communication and respect of peer attachment relationship” and “emotion affective” of well-being.
8. There ware positive correlations between parent-child attachment relationship, peer attachment relationship and subjective well-being of the aboriginal elementary students. The better parent-child attachment relationship of the aboriginal elementary students, the better peer attachment relationship and the higher degree of subjective well-being.
Based on the above findings, this study recommended some suggestions for further studies and educational application in the future.