84
輔仁大學體育學刊
第九期，84~104 頁(2010.5)
大學生知覺幸福感與休閒因子之關係
The Relationship of Perceived Wellness and
Leisure Factors of University Students
Wu, Ming-Tsang1 Tsai Cheng-Yu2
1
Department of General Education National Tainan Institute of Nursing
2
Department of General Education Aletheia University
Abstract
The degree of wellness of university students has an important influence on their
development. Research showed leisure constraints, leisure participation and leisure
satisfaction have direct or indirect influence on perceived wellness. The purpose of this
research was to explore the casual relationship model of leisure constraints, leisure
participation and leisure satisfaction on perceived wellness with the day-time university
students in Tainan as the subjects. Sixteen hundred surveys were distributed, and 1,130
surveys were returned for a valid response rate of 70.6%. With structural equation
modeling analysis, after modification, the hypothetical model produced acceptable
results. The results showed that leisure constraints have direct influence on leisure
participation and leisure satisfaction, and have indirect influence on perceived wellness.
Leisure participation influences leisure satisfaction directly, and has indirect influence
on perceived wellness. Perceived wellness is influenced directly only by leisure
satisfaction. From the above results, we can infer that the most direct method to increase
perceived wellness of university students is to increase the leisure satisfaction.
Increasing the leisure participation and the ability to overcome leisure constraints can
also indirectly promote the perceived wellness.
Keywords: university life, happiness, perceived wellness
吳眀蒼 國立台南護理專科學校通識教育中心 mtwu@mail.ntin.edu.tw 0912-799038
輔仁大學體育學刊
第九期，84~104 頁(2010.5)
大學生知覺幸福感與休閒因子之關係 85
Introduction
In the past 20 years, research on wellness has been receiving more attention
because wellness is one of the leading indicators of the subjective quality of life (Hurley
& Schlaadt, 1992). Early research in wellness focused on external standards and
viewpoint to determine wellness, and only used biomedical perspectives. They believed
that wellness is a single faceted, and use objective measure that ignore individual
differences and do not take into account inner feelings and experiences. Today, most
researchers agree that wellness is multi-faceted, and is related to health. It is subjective,
and focuses on the individual’s psychological factors of life, emphasizing the
individual’s experiences and inner feelings. Ryff (1995) believed that wellness is an
individual’s self worth, physical and mental health, satisfaction in life, and feeling of
positive emotions. Pavot and Diener (2004) stated that wellness includes emotion
reaction, satisfaction with things, and satisfaction with life. It is the individual’s total life
experience with all facets of life, that wellness is the total evaluation of personal feeling
of well-being. The individual feeling of wellness is the reaction of his or her total life
situation. Therefore, wellness is a way of life which health and happiness of the body,
mind and spirit are at the optimum level; the individual lives with wholeness and
fulfillment. Perceived wellness is the subjective feeling of wellness.
Adams, Bezner, and Steinhardt (1997), utilizing the above theory and
health-related models as the basis with literature review, generated an excellent
descriptive and predictive model of wellness. With related research results (Adams,
Bezner & Steinhardt, 1995; Depken, 1994; Greenberg, 1985; Hettler, 1984; Lafferty,
1979; Travis & Ryan, 1988; Whitmer & Sweeney, 1992) and six dimensions, they
created perceived wellness scale that is used to measure the degree of perceived
wellness. After several tests, the scale was completed with physiological, psychological,
social, emotional, intellectual and spiritual dimensions.
Leisure has intimate relationship with perceived wellness, and bodily and mental
health is an important source of perceived wellness. Bezner, Adams and Whistler (1999)
86
輔仁大學體育學刊
第九期，84~104 頁(2010.5)
大學生知覺幸福感與休閒因子之關係
pointed out that leisure activities not only help bodily and mental health, relieve stress,
enrich personal experience and create interpersonal relationships, but also enhance
perceived wellness and raise quality of life. Therefore, positive development of personal
leisure can elevate the degree of perceived wellness.
There are many leisure factors, and they are mutually related. The relationship
among these factors could influence perceived wellness, so the relationship deserves
more attention. Kohlleppel (2002), Losier and Bourque (1993), and Mannell and Kleiber
(1997) found that leisure constraints have significant influence on leisure participation
and leisure satisfaction. Hsieh (1998), Hsieh (2003), Ragheb and Tate (1993) contended
that leisure participation has significant influence on leisure satisfaction. Li (2004)
discovered leisure participation, leisure constraints and leisure satisfaction are
intimately correlated: the higher the leisure constraints, the lower the degree of leisure
participation; the lower the degree of leisure participation, the perceived leisure
satisfaction is lower; the lower the leisure constraints, the higher the perceived leisure
satisfaction. From this we see the negative influence of leisure constraints on leisure
participation and leisure satisfaction, as well as the positive influence of leisure
participation on leisure satisfaction.
Leisure satisfaction is positive consciousness or emotion arising from personal
participation or choice of leisure activity. This is the present satisfaction or happiness
associated with usual leisure experience and situation. This type of positive emotion can
be conscious or unconscious (Beard & Ragheb, 1980). Mannell and Kleiber (1997)
contended that leisure satisfaction is an important influence on perceived wellness. Wu
(2002) built model of leisure satisfaction and perceived wellness, and concluded that
leisure satisfaction has positive influence on perceived wellness: the higher the leisure
satisfaction, the higher the perceived wellness. Wu (2001) performed research on
perceived wellness of university students, and found that the higher the leisure
satisfaction, the higher the perceived wellness.
Beside leisure satisfaction, leisure constraints and leisure participation also have
輔仁大學體育學刊
第九期，84~104 頁(2010.5)
大學生知覺幸福感與休閒因子之關係 87
significant impact on perceived wellness (Huang, 2005). Leisure participation refers to
personal leisure interest and participation in leisure activities. Regarding the influence
of leisure participation on perceived wellness, Leonard II (1998) found in a research
with high school students that the level of individual leisure participation has positive
influence on perceived wellness. Lee and McCormick (2004) found that leisure
participation is one of the best predictors of perceived wellness. Leisure constraints
refer to personal conscious, experiential or structural reasons of being constrained or
influenced from performing leisure activities (Jackson, 1988); leisure constraints do not
necessarily cause non-participation of leisure activities, but may affect personal leisure
preference and change leisure participation. Regarding the influence of leisure
constraints on perceived wellness, Suen (2004) stated that leisure constraints and
perceived wellness have significant negative relationship and that leisure constraints are
predictive factors of perceived wellness and quality of life.
University students face a special stage in their life, and whether they succeed in
their studies at this stage will have important influence on the development of their
characters and their attitude on life. However, according to report of John Tung
Foundation on depression of university students for the first half of 2008, 22.2% of
respondents are depressed; these include those with feelings of depression and frequent
unhappiness with life which becomes the source of life pressure and negatively impact
bodily and mental health (Yeh, 2008). This showed that a higher percentage of
university students has high degree of depressive emotions and severely lacks perceived
wellness. If their perceived wellness can be increased, their quality of life can be
elevated and their development enhanced at this critical period. From the above, leisure
and perceived wellness are intimately related and leisure participation can enhance
perceived wellness. Edginton‚ Jordan, DeGraaf and Edginton(2005) postulated that
satisfaction with leisure experience can elevate perceived wellness and self worth, and
that leisure is an important factor influencing the quality of life. However, perceived
wellness is not influenced solely by a single leisure factor. Previous research showed
88
輔仁大學體育學刊
第九期，84~104 頁(2010.5)
大學生知覺幸福感與休閒因子之關係
that leisure constraints, leisure participation and leisure satisfaction are factors
influencing perceived wellness.
This research employed the above basis to explore the model of leisure constraints,
leisure participation, leisure satisfaction and perceived wellness to understand the casual
relationship between leisure and perceived wellness, and to help in the enhancement of
their quality of life.
This research was conducted with the day-time university students of the Tainan
area as subjects. There may be differences in different campuses. Whether the results of
this research can apply to universities in other area must be studied further.
Methodology
Participants and Data Collection
This research explored the relationship between leisure constraints, leisure
participation, leisure satisfaction and perceived wellness of university students. The
participants were the day-time students of universities in Tainan. According to
Department of Statistics, Ministry of Education (2008), there were 14 university
campuses, containing about 80,000 day-time students. Because of the differences
between the schools, this research categorized each school as a single group (for a total
of 14 groups). It used stratified convenient sampling, employing the population of each
layer for sampling (for example, if a school has 1,000 people, there are 20 samples).
Sixteen hundred surveys were sent.
Research Instruments
This research used leisure constraints, leisure interest, leisure satisfaction and
perceived wellness as latent variables. The survey instruments were University Student
Leisure Constraint Scale, University Student Leisure Interest Scale, University Student
Leisure Satisfaction Scale, and University Student Perceived Wellness Scale. Each
dimension in scales is structured observed variable, which is described below:
輔仁大學體育學刊
第九期，84~104 頁(2010.5)
大學生知覺幸福感與休閒因子之關係 89
University Student Leisure Constraint Scale. This scale was developed by Wu and
Lin (2006) by modification of the Leisure Constraint Statements of Crawford, Jackson,
and Godbey (1991). It measures factors influencing the leisure preferences, selection
and participation of day-time university students. After creation, it had been tested by
item analysis, reliability test, exploratory factor analysis, and confirmatory analysis. The
results showed that the Cronbach’s alpha coefficients of all but internal constraint are
greater than 0.70. The overall coefficient is 0.82 – meaning that the internal consistence
is good, and the reliability of the instrument is high. This scale includes individual
intrapersonal constraint (INTRA), interpersonal constraint (INTER), and structural
constraint (STRU), and contains 14 statements.
The definition of the dimensions of the scale is as follows (Wu & Lin, 2007):
1.Intrapersonal constraint: the individual’s mental state and character as pertaining to
factors of interest and participation in leisure activities.
2.Interpersonal constraint: interpersonal relationship and the interpersonal character as
pertaining to factors of interest and participation in leisure activities.
3.Structural constraint: the mediation influencing interest and participation in leisure
activities and external factors.
University Student Leisure Interest Scale. This scale was created by Wu (2007) by
modification of the Leisure Interest Measure of Ragheb and Beard (1993). It measures
factors influencing the leisure preferences and types of leisure activities frequently
participated by day-time University students. After creation, it had been tested by item
analysis, reliability test, exploratory factor analysis, and confirmatory analysis. The
results showed that the Cronbach’s alpha coefficients of all dimensions are greater than
0.70. The overall coefficient is 0.88 –meaning that the internal consistence is good, and
the reliability of the instrument is high. This scale contains leisure activity feature and
includes service (SER), outdoor (OUT), cultural and artistic (CUAR), fitness (FIT),
mechanical (MEC) and social (PSOC), and contains 23 statements.
The definition of the dimensions of the scale is as follows (Wu, 2007):
90
輔仁大學體育學刊
第九期，84~104 頁(2010.5)
大學生知覺幸福感與休閒因子之關係
1.Service: activities with concern for the interest of others or with ability to help or
service others
2.Outdoor: activities in open space or natural environment
3.Cultural and artistic: cultural or artistic activities with visual or audio expression
4.Fitness: activities requiring physical exertion
5.Mechanical: practical or creative activities using machines or related to machines
6.Social: activities that aid in relationship building or interpersonal development
University Student Leisure Satisfaction Scale. This scale was created from the
basis of the scale by Wu (2005), using the Leisure Satisfaction Measure developed by
Beard and Ragheb (1980). It measures factors influencing the leisure satisfaction
day-time university students. After creation, it had been tested by item analysis,
reliability test, exploratory factor analysis, and confirmatory analysis. The results
showed that the Cronbach’s alpha coefficients of all dimensions are greater than 0.85.
The overall coefficient is 0.93 –meaning that the internal consistence is good, and the
reliability of the instrument is high. This scale contains relaxation (RELX),
psychological (SPSY), social and educational (SOED), physiological (SPHY) and
aesthetic (AES), and includes 26 statements.
The definition of the dimensions of the scale is as follows (Wu, 2005):
1.Relaxation: relief of stress and pressure
2.Psychological: psychological benefits including feelings of freedom, enjoyment,
participation and intellectual challenge
3.Social and Educational: receipt of good social interaction with others, and helping to
understand others and surroundings
4.Physiological: development of body, maintenance of health, control of weight,
increase of happiness
5.Aesthetic: aesthetics coming from pleasant, interesting or beautiful location or region
of leisure activities; usually a well designed space
University Student Perceived Wellness Scale. This scale was developed by Tsai and
輔仁大學體育學刊
第九期，84~104 頁(2010.5)
大學生知覺幸福感與休閒因子之關係 91
Wu (2009) by modification of the Perceived Wellness Scale of Adams, Bezner and
Steinhardt (1997). It measures subjective perceived wellness of university students.
After creation, it had been tested by item analysis, reliability test, exploratory factor
analysis, and confirmatory analysis. The results showed that the Cronbach’s alpha
coefficients of all dimensions are greater than 0.70. The overall coefficient is
0.90 –meaning that the internal consistence is good, and the reliability of the instrument
is high. This scale contains psychological (PSY), emotional (EMO), social (SOC),
physical (PHY) and intellectual and spiritual (INSP), and includes 25 items.
The definition of the dimensions of the scale is as follows (Adams, Bezner &
Steinhardt, 1997):
1.Social: the support from friends and family in the time of need, and the valuable
support the individual give to others.
2.Emotional: possession of a secure self-identity and a positive sense of self-regard,
both of which are facets of self-esteem.
3.Intellectual: having optimal stimulating activity that provides inner liveliness.
Spiritual: the merging of beliefs and psycho-physical forces that gives positive
meaning and direction to life.
4.Physical: the positive consciousness and expectation of bodily health, and is related to
health and high level of physical activity.
5.Psychological: the positive feelings from personal experience of situation and
location.
All of these scales use the Likert 5 point scale, with responses definitely disagree,
somewhat disagree, not sure, somewhat agree and definitely agree valued from 1 to 5
points.
Construction of the Hypothetical Model
This research explored the influence of leisure constraints, leisure participation,
and leisure satisfaction on perceived wellness. Because leisure and perceived wellness
are intimately related, from related research, leisure satisfaction has a direct influence
on perceived wellness and is an important factor (Mannell & Kleiber, 1997; Wu, 2002;
Wu, 2001). In addition, Lee and McCormick (2004), Leonard II (1998), Suen (2004)
discovered that leisure participation and leisure constraints are predictive factors to
92
輔仁大學體育學刊
第九期，84~104 頁(2010.5)
大學生知覺幸福感與休閒因子之關係
perceived wellness. Also, leisure participation, leisure constraints and leisure
satisfaction have causal relationship; therefore, this causal relationship would more or
less have an influence on the model of perceived wellness. According to related
research, leisure constraints have influence on leisure participation and leisure
satisfaction, and leisure participation is an important factor influencing leisure
satisfaction. (Hsieh, 1998; Hsieh, 2003; Kohlleppel, 2002; Li, 2004; Losier & Bourque,
1993; Ragheb & Tate, 1993). This research used the above research results to construct
the hypothetical model (see Figure 1). The ovals in Figure 1 represent latent variables,
rectangles represent observed variables, and the arrows point in the direction of causal
relationships.
SPSY
INTRA
SOED
INTER
C
S
RELX
STRU
SPHY
PSY
AES
EMO
SER
SOC
OUT
W
P
PHY
CUAR
INSP
FIT
MEC
PSOC
Figure 1. The hypothetical model of this research
Note. C=leisure constraints. P=leisure participation. S=leisure satisfaction.
W=perceived wellness.
輔仁大學體育學刊
第九期，84~104 頁(2010.5)
大學生知覺幸福感與休閒因子之關係 93
Data Analysis
The returned surveys were first analyzed for reliability by computing the
Cronbach’s alpha coefficient, and analyzed by structural equation modeling (SEM)
using the LISREL to test the causal relationship of the variables. SEM is an important
research tool in social sciences, and provides actual experimental procedures to abstract
concepts and theories in social sciences. Hair, Anderson, Tatham and Black (1998)
contended that the benefit of SEM is that it can simultaneously test the relationship of
variables in a model. It can test the good-of-fit of the hypothetical model and the actual
situation; if the hypothetical model meets the criteria, it meets the actual situation.
Bagozzi and Yi (1988) and Hair, Anderson, Tatham and Black recommended the
criteria for good-of-fit of the model as the following:
1.Basic goodness-of-fit of the model: the t values of the path from the latent variables to
the observed variables must meet the significant criteria (p < 0.05).
2.Internal goodness-of-fit of the model: the t value of the path from the potential
variables to the potential variables must meet the significant criteria (p < 0.05).
3.Overall goodness-of-fit of the model: by testing whether the hypothetical model can
explain the actual observed data, the good-of-fit of the hypothetical model to the
actual results is measured; the criteria are given in Table 1.
Table 1 Overall goodness-of-fit criteria of the model
Test model
χ2
χ2/df
GFI
AGFI
RMR
Criterion value
Minimize
3.00*
0.90
0.90
0.05*
Test model
RMSEA
CFI
NFI
NNFI
CN
Criterion value
0.08*
0.95
0.90
0.90
200
Note. * means less than the criterion value.
Results
The surveys were answered during the period of February 20, 2008 and March 30,
2008. Total of 1,600 surveys were distributed, and 1,251 surveys were returned. After
94
輔仁大學體育學刊
第九期，84~104 頁(2010.5)
大學生知覺幸福感與休閒因子之關係
the removal of the incomplete surveys, 1,130 valid responses remain for statistical
analysis (valid response rate of 70.6%).
Reliability Analysis. The Cronbach’s alpha coefficients of the intrapersonal
constraint, interpersonal constraint, structural constraint, and overall survey of the
University Student Leisure Constraint Scale were 0.66, 0.78, 0.81 and 0.84. The
coefficients of the service, outdoor, cultural and artistic, fitness, mechanical, social, and
overall survey of the University Student Leisure Interest Scale were 0.83, 0.79, 0.81,
0.72, 0.65, 0.80 and 0.83. The coefficients of the relaxation, psychological, social and
educational, physiological, aesthetic, and overall survey of the University Student
Leisure Satisfaction Scale were 0.89, 0.84, 0.87, 0.80, 0.79 and 0.94. The coefficients of
the psychological, emotional, social, physical, intellectual and spiritual, and overall
survey of the University Student Perceived Wellness Scale were 0.78, 0.77, 0.71, 0.75,
0.85 and 0.93. The above results showed that these scales are well suited for this
research.
LISREL Analysis of the Hypothetical Model. The LISREL analysis of the
hypothetical model is given in Table 2. Regarding the basic goodness-of-fit of the
model, we found that the t values of the paths from the latent variables to the observed
variables are between 10.10 and 25.06, meeting the criteria. Regarding the internal
goodness-of-fit of the model, we found that all of the t values of the paths from the
latent variables to the latent variables meet the criteria, except for the t values of leisure
constraints to perceived wellness at -0.20 and leisure participation to perceived wellness
at -0.66. Regarding the overall goodness-of-fit of the model, we found that χ2/df value
at 4.28, GFI value at 0.88, AGFI value at 0.86, RMR value at 0.07, RMSEA value at
0.09, NFI value at 0.86, NNFI value at 0.89, CFI value at 0.91, and CN value at 177.91
not meeting the criteria.
輔仁大學體育學刊
第九期，84~104 頁(2010.5)
大學生知覺幸福感與休閒因子之關係 95
Table 2 Analysis of goodness-of-fit of the hypothetical model
Basic goodness-of-fit of the model
Internal goodness-of-fit of the model
Latent
Observed
Latent
Latent
variables
variables
variables
variable
C
INTRA
15.00
C
P
4.80
INTER
11.22
C
S
6.05
STRU
13.99
C
W
-0.02＊
SER
11.27
P
S
9.42
OUT
10.10
P
W
-0.66＊
CUAR
14.58
S
W
2.02
FIT
11.02
Overall goodness-of-fit of the model
MEC
21.34
Test
P
t
value
model
S
W
Test
t
value
model
PSOC
25.06
χ2
624.90
RMSEA
0.09＊
SPSY
18.99
χ2/df
4.28＊
CFI
0.91＊
SOED
19.63
GFI
0.88＊
NFI
0.86＊
RELX
16.11
AGFI
0.86＊
NNFI
0.89＊
SPHY
14.24
RMR
0.07＊
CN
177.91＊
AES
13.34
PSY
20.60
EMO
19.39
SOC
10.64
PHY
14.40
INSP
18.79
Note. ＊means less than the criterion value.
C=leisure constraints. P=leisure participation. S=leisure satisfaction. W=perceived
wellness.
96
輔仁大學體育學刊
第九期，84~104 頁(2010.5)
大學生知覺幸福感與休閒因子之關係
Modification of the Hypothetical Model. The goodness-of-fit of the hypothetical
model is not optimal. However, even though many of the coefficients for the overall
goodness-of-fit do not meet the criteria, the differences are not very large. There is
value in modifying the model. To modify the hypothetical model, first we need to
eliminate the paths of the latent variables to the latent variables whose t values do not
meet the significant criteria. There are two paths in the hypothetical model that need to
be eliminated: the path from leisure constraints to perceived wellness, and the path from
leisure participation to perceived wellness. In eliminating these two paths, this result
showed that leisure constraints and leisure participation cannot directly influence
perceived wellness, but indirectly influence perceived wellness through leisure
satisfaction.
Second, we used the modification indices from the results of the LISREL analysis
to modify the model. There are two ways: (a) add error covariance between observed
variables, and (b) add path from latent variables to observed variables. After considering
the modification indices, this research accepted the modification indices (see double
arrow in Figure 2). We estimate error covariance between relaxation (RELX) of leisure
satisfaction and fitness (FIT) of leisure participation, and error covariance between
physiological (SPHY) of leisure satisfaction and fitness (FIT) of leisure participation.
The modification indices other then the above modifies are not accepted because they
do not fit the theory of the model.
After implementing the above modifications, LISREL analysis was applied a
second time. We found that χ2/df value is 2.63, GFI value is 0.91, AGFI value is 0.92,
RMR value is 0.04, RMSEA value is 0.07, NFI value is 0.90, NNFI value is 0.91, CFI
value is 0.95, and CN value is 208.20. These values fulfill the overall goodness-of-fit
criteria, and showed that the modified model (see Figure 2) has acceptable
goodness-of-fit.
Path Analysis. As shown on Figure 2, leisure constraints has direct influence on
leisure participation and leisure satisfaction, and leisure constraints has indirect
輔仁大學體育學刊
第九期，84~104 頁(2010.5)
大學生知覺幸福感與休閒因子之關係 97
influence perceived wellness either through leisure participation then leisure satisfaction,
or through leisure satisfaction. Leisure participation has significant influence on leisure
satisfaction, and can only indirectly influence perceived wellness via this path. Leisure
satisfaction is the factor directly influencing perceived wellness in this model.
SPSY
INTRA
SOED
INTER
C
S
RELX
STRU
SPHY
PSY
AES
EMO
SER
SOC
OUT
W
P
PHY
CUAR
INSP
FIT
MEC
PSOC
Figure2. The hypothetical model after modification
Note. C=leisure constraints. P=leisure participation. S=leisure satisfaction.
W=perceived wellness.
Discussions and Conclusions
Life during university is an important phase in the development of character.
Perceived wellness during this period is a decisive factor in the students’ quality of life
98
輔仁大學體育學刊
第九期，84~104 頁(2010.5)
大學生知覺幸福感與休閒因子之關係
and future development. Leisure has intimate relationship with perceived wellness.
According to related research, leisure constraints, leisure participation and leisure
satisfaction have direct or indirect influence on perceived wellness. Understanding the
causal relationship model of these three factors on perceived wellness can aid in the
enhancement of perceived wellness of university students through leisure and increase
quality of life.
The topic of this research is built on existing research to create a hypothetical
model of the causal relationship among leisure constraints, leisure participation, leisure
satisfaction and perceived wellness of university students. Using university students of
the Tainan area as survey participants, this research performed structural equation
modeling analysis. The results showed that the goodness-of-fit of the hypothetical mode
is not acceptable and needed to be modified. After removing the paths from leisure
constraints to perceived wellness and from leisure participation to perceived wellness,
we recalculated the error covariance between the observed variables.
We recalculated the error covariance between relaxation of leisure satisfaction and
fitness of leisure participation. Because the individual has to concentrate on physically
demanding leisure activities and uses large amount of physical energy in strenuous
activities to reach a mental state to relieve everyday pressure, relaxation of leisure
satisfaction is enhanced. Moreover, we also recalculated the error covariance between
physiological of leisure satisfaction and fitness of leisure participation. Because
physical activity is related to the individual’s self challenge and achievement during
strenuous physical activities, exercise can train the individual leading to health, strength
and stamina and enhance physiological of leisure satisfaction. After LISREL analysis,
the modified hypothetical model shows acceptable goodness-of-fit to the actual
situations.
According to the modification model, leisure constraints separately influence
leisure participation and leisure satisfaction directly in a positive manner. Leisure
participation has direct positive influence on leisure satisfaction, which agrees with the
輔仁大學體育學刊
第九期，84~104 頁(2010.5)
大學生知覺幸福感與休閒因子之關係 99
findings by Hsieh (1998), Losier and Bourque (1993), and Ragheb and Tate (1993). Out
of leisure constraints, leisure participation and leisure satisfaction, only leisure
satisfaction shows direct positive on perceived wellness, which agree the results by
Mannell and Kleiber (1997), Wu (2001), and Wu (2002). Therefore, we know that if we
want to increase perceived wellness, the most direct method is to increase leisure
satisfaction. In addition, leisure constraints and leisure participation have indirect
relationship to perceived wellness, so increasing leisure participation and the ability to
overcome leisure constraints can also indirectly promote perceived wellness.
Perceived wellness is the personal experience of happiness, and the subjective
evaluation of life as a whole. It is essentially the union of happiness and meaning. The
higher the perceived wellness, the more positive the development of the quality of life
and growth of character. Also, perceived wellness is affected significantly by bodily and
mental health. The importance of leisure is in the emotional state it brings to the
participant, and mental factors have a decisive impact on leisure experience.
Meaningful leisure is the source of happiness, and is one of a critical predictor of
perceived wellness. Leisure satisfaction is the personal level of satisfaction with the
leisure experience and situation, and is a reflection of their quality and essence. Thus
leisure satisfaction is regarded as an important measure of perceived wellness (Lu &
Argyle, 1994). This research found that leisure satisfaction has a direct and significant
positive incluence on perceived wellness, and supports the findings of Huang (2006),
Lin, Wang and Lay (2008), and Wu and Wang (2006).
From the above results, we see that increasing university students’ abilities to face
and handle leisure constraints can be an aid to increase leisure participation and leisure
satisfaction. Encouraging them to participate in their preferred leisure activities can
significantly increase promote satisfaction. Leisure satisfaction is an important factor
influencing perceived wellness of university students. Increasing leisure satisfaction can
promote perceived wellness, which in term increases the quality of life of university
students.
輔仁大學體育學刊
100 第九期，84~104 頁(2010.5)
大學生知覺幸福感與休閒因子之關係
References
Adams, T. B., Bezner, J. R., & Steinhardt, M. A. (1995). Principle-centeredness: A
values clarification approach to wellness. Measurement and Evaluation in
Counseling and Development, 28, 139-147.
Adams, T. B., Bezner, J. R., & Steinhardt, M. A. (1997). The conceptualization and
measurement of perceived wellness: Integrating balance across and within
dimensions. American Journal of Health Promotion, 12, 380-388.
Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models.
Journal of the Academy of Marketing Science, 16, 74–94.
Beard, J. G., & Ragheb, M. G. (1980). Measuring leisure satisfaction. Journal of Leisure
Research, 12(1), 20-33.
Bezner, J. R., Adams, T. B., Whistler, L. S. (1999). The relationship between physical
activity and indicators of perceived wellness. American Journal of Health Studies,
15(3), 130-138.
Crawford, D. W., Jackson, E. L., & Godbey, G. (1991). A hierarchical model of leisure
constraints. Leisure Sciences, 13(4), 309-320.
Department of Statistics, Ministry of Education 教育部統計處（2008）
。大專院校概
況統計。2010 年 5 月 10 日，資料引自
http://www.edu.tw/statistics/publication.aspx?publication_sn=557&pages=2
Depken, D. (1994). Wellness through the lens of gender: A paradigm shift. Wellness
Perspectives, 10(2): 54-69.
Edginton‚ C. R.‚ Jordan, D. J.‚ DeGraaf‚ D. G. & Edginton, S. R. (2005). Leisure and
life satisfaction: Foundational perspectives (4th ed.). New York: McGraw-Hill.
Greenberg J. (1985). Health and wellness: A conceptual differentiation. Journal of
School Health, 55(10), 403-406.
Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate Data
輔仁大學體育學刊
第九期，84~104 頁(2010.5)
大學生知覺幸福感與休閒因子之關係 101
Analysis (5th ed). Upper Saddle River, NJ: Prentice Hall.
Hettler, W. (1984). Wellness: Encouraging a lifetime pursuit of excellence. Health
Values, 8(4): 13-17.
Hsieh, C. H. 謝清秀(2003)。大專網球選手休閒動機、休閒參與及休閒滿意之研
究。未出版之碩士論文，桃園縣，國立體育學院。
Hsieh, C. M. (1998). Leisure attitudes, motivation, participation, and satisfaction: Test
of a model of leisure behavior. Unpublished doctoral dissertation. Indiana
University, IN.
Huang, C. F. 黃長發(2006)。大學生休閒滿意度與幸福感關係之研究。運動休閒餐
旅研究，1(1)，25-41。
Huang, C. H. 黃振紅(2005)。不同學制大專技職生參與休閒運動與幸福感之相關研
究。體育學報，38(2)，121-136。
Hurley, J., & Schlaadt, R. (1992). The wellness lifestyle. Guilford, CT: The Dushkin
Publishing Group.
Jackson, E. (1988). Leisure constraints: A survey of past research. Leisure Sciences, 10,
1988, 203-215.
Kohlleppel, T. C. (2002). Specialization, motivation, and constraints: What is the
garden path? Unpublished doctoral dissertation. University of Florida, FL.
Kraut, A. I. (1996). Planning and conducting the survey: Keeping strategy purpose in
mind. In A. I. Kraut (Ed), Organizational survey: Tool for assessment and change
(pp. 149-176). San Francisco: Jossey-Bass.
Lafferty J. (1979). A credo for wellness. Health Education, 10(5), 10-11.
Lee, Y., & McCormick B. (2004). Subjective wellbeing of people with spinal cord
injury- Does leisure contribute? Journal of Rehabilitation, 70(3), 5-12.
Leonard II, W. M. (1998). Physical activity and Psychological well-being among high
school seniors. Journal of Sport Behavior, 21(2), 196-205.
Li, C. H. 李枝樺(2004)。台中縣市國小高年級學童休閒參與、休閒阻礙與休閒滿
意之相關研究。未出版之碩士論文，臺中市，國立台中師範學院。
輔仁大學體育學刊
102 第九期，84~104 頁(2010.5)
大學生知覺幸福感與休閒因子之關係
Li, Y. S. 李義嵩(2003)。主觀幸福感理論初探及其對高齡者之啟示。成人教育，74，
42-51。
Lin, S. F., Wang, Y. N., & Lay, Y. L. 林淑芬、王于寧、賴永僚(2008)。大學生身體活
動態度、休閒滿意度對主觀幸福感之影響，運動休閒餐旅研究，3(2)，73 - 85。
Losier, G. F., & Bourque, P. E. (1993). A motivational model of leisure participation in
the elderly. Journal of Psychology, 127(2), 153-171.
Lu, L., & Argyle, M. (1994). Leisure satisfaction and happiness as a function of leisure
activity. The Kaohsiung Journal of Medical Sciences, 10(2), 89-96.
Mannell, R. C., & Kleiber, D. A. (1997). A social psychology of leisure. State College,
PA: Venture.
Pavot. W., & Diener, E. (2004). The subjective evaluation of well-being in adulthood:
Findings and implications. Aging International, 29(2), 113-135.
Ragheb M. G., & Beard J. G.. (1993). Idyll Arbor leisure battery. Enumclaw, WA: Idyll
Arbor.
Ragheb, M. G., & Tate, R. L. (1993). A behavioral model of leisure participation based
on leisure attitude, motivation and satisfaction. Leisure studies, 12, 61-70.
Ryff, C. D. (1995). Psychological well-being in adult life. Current Directions of
Psychological Science, 4(4), 99-104.
Suen, B. J. 孫碧津(2004)。警察人員休閒運動阻礙及幸福感之研究－以雲林縣為
例。未出版之碩士論文，雲林縣，國立雲林科技大學。
Travis, J., & Ryan, R. (1988). Wellness workbook (2nd ed.). Berkeley, CA: Ten Speed
Press.
Tsai, C. Y., Wu, M. T., & Chen, W. I. 蔡正育、吳明蒼、陳文英(2009)，知覺幸福感
量表編製之研究，嘉大體育健康休閒期刊，8(2)，62-74。
Whitmer, J., & Sweeney, T. (1992). A holistic model for wellness prevention over the
life span. Journal of Counseling Development, 71, 140-48.
Wu, C. C., & Wang, W. C. 吳崇旗、王偉琴(2006)。大學生休閒參與、休閒滿意與
主觀幸福感之相關研究。臺灣體育運動管理學報，4，153-168。
輔仁大學體育學刊
第九期，84~104 頁(2010.5)
大學生知覺幸福感與休閒因子之關係 103
Wu, H. C. 吳珩潔(2002)。大台北地區民眾休閒滿意度與幸福感之研究。未出版之
碩士論文，臺北市，國立臺灣師範大學。
Wu, M. T. 吳明蒼(2005)。大學生休閒滿意量表編製之建構與驗證。台北市立教育
大學學報－社會科學類，36(2）
，129-154。
Wu, M. T. 吳明蒼(2007）
。大學生休閒興趣量表編製之建構與驗證。臺中教育大學
學報－教育類，21(1)，53-73。
Wu, M. T., & Lin, Y. H. 吳明蒼、林原勗（2006）
。大學生休閒阻礙模式之建構與驗
證。致遠管理學院學報，1，237-260。
Wu, Y. C. 巫雅菁(2001)。大學生幸福感之研究。未出版之碩士論文，高雄市，國
立高雄師範大學。
Yeh, Y. H. 葉雅馨(2008)。大學生主觀壓力源與憂鬱情緒之相關性調查。2010 年 4
月 29 日，資料引自
http://www.jtf.org.tw/psyche/melancholia/survey.asp?This=69&Page=1。
輔仁大學體育學刊
104 第九期，84~104 頁(2010.5)
大學生知覺幸福感與休閒因子之關係
大學生知覺幸福感與休閒因子之關係
吳明蒼 1 蔡正育 2
1
國立台南護理專科學校通識教育中心 2 真理大學通識教育中心
摘要
大學生對生活幸福之感受程度，對其大學生生活之發展有重要影響，相關研
究顯示，休閒與幸福感關係密切，休閒阻礙、休閒參與、休閒滿意對幸福感有直
接或間接影響之效果。本研究之目的在探討休閒阻礙、休閒參與、休閒滿意與幸
福感之因果關係模式，並以台南地區日間部大學生為研究對象，共發出問卷 1600
份，回收有效問卷 1130 份，有效問卷回收率 70.6%，回收資料進行結構方程模式
分析，發現假設模式經修正後，適配度呈現可接受之情形，結果顯示，休閒阻礙
對休閒參與以及休閒滿意有直接之影響，並間接影響知覺幸福感；休閒參與對休
閒滿意產生直接之影響，並對知覺幸福感有間接影響之效果；僅休閒滿意對知覺
幸福感有直接之影響。由研究結果可推知，增加大學生知覺幸福感之最直接方法
為提升休閒滿意程度，增進大生學參與休閒及處理休閒阻礙之能力，亦能間接促
進其知覺幸福感。
關鍵詞：大學生活、快樂、知覺幸福感