本研究旨在了解大學生的完美主義特質、學校歸屬感、學業倦怠與生活滿意度的關聯性，並探究 學校歸屬感是否在關聯路徑扮演中介角色。研究參與者為臺灣 554 位大學生。研究工具包括自編 的「學校歸屬感量表」、「學業倦怠量表」，以及修編的「完美主義量表」和「生活滿意度量表」。 實徵資料以 Pearson 積差相關、結構方程模型（structural equation modeling, SEM）進行分析，並 且透過拔靴法（bootstrapping）檢驗中介效果。主要研究結果顯示：（一）完美主義之奮力向上可 負向預測學業倦怠三個分構念，包含筋疲力竭、心理疏離、認知損傷，且可正向預測生活滿意度 和學校歸屬感；完美主義擔憂向度可正向預測學業倦怠之四項分構念，包含筋疲力竭、心理疏離、 認知損傷及情緒損傷，且可負向預測生活滿意度和學校歸屬感；（二）學校歸屬感可中介奮力向 上與筋疲力竭、情緒損傷之關係；同時也在奮力向上與生活滿意度之間扮演中介角色；（三）學 校歸屬感在完美主義擔憂向度與筋疲力竭、情緒損傷之間，以及完美主義擔憂向度與生活滿意度 之間，亦同樣具有中介效果；（四）學校歸屬感能預測較低的學業倦怠與較高生活滿意度。本研 究依據前述結果進行討論，並提出相關建議，以作為未來學術研究及大學輔導實務工作之參考。

Since 2015, Programme for International Student Assessment (PISA) surveys have revealed significant associations of students’ learning anxiety, learning motivation, bullying behavior, and well-being with their perceived sense of school belonging. In 2022, a PISA survey revealed a declining trend in the sense of school belonging among Taiwanese students in international schools; the school belonging index (standardized index) was found to be 0.01, which is close to the average of −0.02 outlined by the Organisation for Economic Co-operation and Development (OECD). Taiwan still lags behind other East Asian countries with resilient educational systems, such as the Republic of Korea and Japan, which have a school belonging index of 0.26 and 0.25, respectively (OECD, 2023). According to the 2019 Trends in International Mathematics and Science Study (TIMSS 2019) report, Taiwanese students in fourth grade rank second to last among corresponding students of 57 countries in terms of their sense of school belonging, with the percentage of students having a weak sense of school belonging being approximately 1.75 times higher than the international average. The same report indicates that the sense of school belonging of Taiwanese students in eighth grade ranks fourth to last among 39 countries (Chang, 2021). In summary, sense of school belonging is a highly valued factor at all educational levels. According to recent survey data from TIMSS 2019 and PISA 2022, Taiwanese students in elementary and secondary schools subjectively perceive their sense of school belonging as weak, raising major concerns among educators. University is a critical period for career exploration and self-integration during which students face challenges that differ from those they encounter in elementary and secondary school, and these challenges mean an increase likelihood of burnout (Lin & Huang, 2014; Robins et al., 2018). As a result of the current knowledge-based economy, university student dropout rates and students’ insufficient inner resources typically have negative effects on career development and international competitiveness (Sosu & Pheunpha, 2019). Various Taiwanese media outlets have reported a trend of record-high dropout rates among university students, and societal criticism is being levelled at higher education because of deteriorating quality. To solve this problem, the Ministry of Education has started encouraging universities to implement dropout prevention and counseling programs (Fan et al., 2022). To the best of our knowledge, no longitudinal studies have yet drawn causal inferences between academic burnout and dropout or withdrawal in Taiwan. According to Western studies, academic burnout is an essential factor in the path toward dropout or withdrawal intention. When university students experience academic burnout, their focus and academic performance are poor (May et al., 2015), and they become more likely to experience learning-related fatigue, which includes psychological

大學生、生活滿意度、完美主義、學校歸屬感、學業倦怠

university student, life satisfaction, perfectionism, school belonging, academic burnout