本研究旨在瞭解研究生生活壓力、社會支持與學習滿意度之現況、不同背景變項與三者的差異情形、三者間相關情形與不同背景變項、生活壓力與社會支持對研究生學習滿意度之預測力。本研究以臺北縣市八所公私立大學日間部正規班碩士研究生447名為研究對象，以自編「研究生生活壓力、社會支持與學習滿意度量表」進行問卷調查。本研究主要發現如下：
一、 臺北縣市碩士研究生生活壓力的排序依序為學習壓力、經濟壓力、人際壓力；社會支持的排序依序為同學朋友的支持、家人的支持、老師的支持；學習滿意度的排序依序為與老師相關滿意度、學習經驗滿意度、課程與環境滿意度。
二、 在生活壓力方面，研究生的年級、婚姻狀況、工作狀況、公私立、研究所類別與英文能力的不同會造成差異；在社會支持方面，研究生的性別、工作狀況、研究所類別與英文能力的不同會造成差異；在學習滿意度方面，研究生的工作狀況、公私立、研究所類別、英文能力與家庭社經狀況會造成差異。
三、 研究生生活壓力、社會支持之間為顯著負相關；研究生生活壓力與學習滿意度之間為顯著負相關；研究生社會支持與學習滿意度之間為顯著正相關。
四、 老師的支持、同學朋友的支持、有全職工作、女性、整體生活壓力和高家庭社經狀況對研究生學習滿意度有預測力。

本研究根據以上發現，提出具體建議，作為高等教育相關政策制訂、研究生輔導與研究生就讀前的準備。

The Purpose of the study was to understand the current situation of life stress, social support and learning satisfaction for graduate students reviewed; these three factors for graduate students from different backgrounds were compared; the correlation among these three factors was discussed; how graduate students’ life stress, social support impact their learning satisfaction.
Data were collected through self-developed questionnaire of “Graduate students’ life stress, social support and learning satisfaction”. Of the 447 graduate students, including four public and four private universities in Taipei city and county were the sample in this study. Descriptive statistics, one-way ANOVA, Pearson’s Product-Moment Correlation and multiple regression analysis were employed to implement the data analysis and verification hypothesis.
The conclusions are summarized as follow:
1. The highest to the lowest scores of graduates students’ life stress are in the following order, “The stress of learning”, “the stress of economics”, and “the stress of human relationships”. In the way of social support, the support of classmates and friends ranked highest, and then the support of family ranked second, and the support of faculty ranked last. In the way of learning satisfaction, the satisfaction of faculty ranked highest, the satisfaction of learning experience ranked second and the satisfaction of curriculum and environment ranked last.
2. Different factors such as grade results, marriage status, employment status, English competency of students, different departments and public-owned/ private-owned school students attend all make influence on different stress level of students’ lives. Different factors such as gender, employment status and English competency also played an important role that influenced the result of the survey on student’s social support. In graduate students’ learning satisfaction, employment status, different departments and public-owned/private-owned students attend, English competency and social-economic status were significant factors in the survey.
3. There were significant negative correlation between life stress and social support; and negative correlation between life stress and learning satisfaction; and positive correlation between social support and learning satisfaction.
4. The graduates students’ learning satisfaction can be predicted based on the support of faculty, the support of classmates and friends, employment status, female, life stress and upper social-economics.

Based on the findings, recommendation for practice and for further research are presented.

中文部分
王文科（1999）。教育研究法。台北市：五南。
王全得（2003）。成人教育的學習型態、動機和滿意度相關性研究。義守大學管理科學研究所碩士，未出版，高雄。
王秋華（2001）。網路教學之學生學習行為與學習滿意度及學習績效的關係。大葉大學資訊管理研究所碩士論文，未出版，彰化縣。
井敏珠（1991）。已婚職業婦女生活壓力與因應策略、社會支持之研究。國立政治大學教育研究所博士論文，未出版，台北市。
吳明隆（2003）。SPSS統計應用實務。台北：松岡。
吳婉如（1992）。台灣地區長青學苑教師教學型態與學員學習滿意度之研究。國立台灣師範大學社會教育研究所碩士論文，未出版，台北市。
吳坤儒（2002）。學生之情緒與學習滿意度之關係－以義守大學之研究所學生為例。義守大學工業工程與管理學系碩士論文，未出版，高雄。
吳靜吉（1984）。誰來支持我？張老師月刊，84，60-62。
周月清（1994）。台灣受虐婦女社會支持探討之研究。婦女與兩性學刊，5，75-105。
周虹君（2003）。社會工作碩士班學生實習安置與學習滿意度之研究。東海大學社會工作學系碩士論文，未出版，台中縣。
李佩芬（2004）。研究所報考熱，有多熱？Career雜誌，342，44。
李豐里（1999）。外國學生生活適應及其相關因素之調查研究。國立臺灣師範大學衛生教育研究所。碩士論文，未出版，台北市。
邱皓政（2003）。量化研究與統計分析。台北：五南。
林義男（1981）。大學學生教育態度之研究—社經地位、學業成就與學習滿意度之比較。國立臺灣教育學院輔導學系輔導學報，4，195-219。
林慈航（1991）。已婚職業婦女角色衝突、社會支持對其親職角色扮演之影響研究。中國文化大學兒童福利研究所碩士論文，未出版，台北市。
建立高等教育回流教育體系實施方案（1998）。
馬芳婷（1989）。社教機構短期研習教師教學行為與學生學習滿意度之研究。國立台灣師範大學社會教育研究所碩士論文，未出版，台北市。
翁碧慧（2002）。學習動機與社會支持對國立台東師範學院在職進修研究生學習困擾影響之研究。國立臺東師範學院教育研究所碩士論文，未出版，台東縣。
徐靜芳（2003）。研究生生活壓力、社會支持與身心健康之關係研究。國立高雄師範大學輔導研究所碩士論文，未出版，高雄市。
張春興（1989）。張氏心理學辭典。台北市：東華。
張春興（1992）。心理學。台北市：東華。
張春興（1995）。現代心理學。台北市：東華。
張春興（1996）。教育心理學：三化取向的理論與實踐（修訂版）。台北市：東華。
張家宜、高熏芳（1999）。大學教育品質管理與學生滿意度之實證研究。行政院國家科學委員會專題研究計畫成果報告（NSC88-2413-H032-007）。台北：淡江大學教育發展中心教育學程組。
張雪梅（1999）。大學教育對學生的衝擊—我國大學生校園經驗與學習成果之實證研究。台北市：張老師文化。
教育部統計處（2004）。重要教育統計資訊。2004年9月9日，取自http://www.edu.tw/EDU_WEB/EDU_MGT/STATISTICS/EDU7220001/temp1/overview.files/frame.htm?open
許韶玲（1995）。已婚女性研究生的壓力源、因應方式與因應效能之研究。國立彰化師範大學輔導研究所碩士論文，未出版，彰化縣。
單小琳（1987）。國中導師專業倦怠與工作壓力社會支持調適的相關研究。國立政治大學教育研究所博士論文，未出版，台北市。
黃玉湘（2001）。我國社區大學學員學習動機與學習滿意度之研究。國立中正大學成人及繼續教育研究所碩士論文，未出版，嘉義縣。
黃德祥（2000）青少年發展與輔導。台北市：五南。
楊乃嵩（2000）。指導教授領導行為對研究生成就動機之影響~以中山大學為例。國立中山大學人力資源管理研究所碩士論文，未出版，高雄市。
鄭秀足（2000）。已婚男女研究生學習與家庭衝突、因應策略及社會支持需求之研究。國立高雄師範大學成人教育研究所碩士論文，未出版，高雄市。
陳容芯（2000）。成人參與電腦第二專長教育學習滿意度之研究。國立高雄師範大學成人教育研究所碩士論文，未出版，高雄市。
陳國恩（1997）。空中大學學生學習風格與學習滿意、學習成就關係之研究。國立台灣師範大學社會教育研究所碩士論文，未出版，台北市。
陳斐娟（1988）。單親婦女的壓力、社會支持、親子關係之相關研究。國立彰化師範大學輔導研究所碩士論文，未出版，彰化縣。
陳碩琳（2002）。目標導向、學習滿意度與學習績效關係之研究－以國立空中大學高雄學習指導中心為例。國立中山大學人力資源管理研究所碩士論文，未出版，高雄市。
潘慧玲（編著）（2004）。教育論文格式。台北市：雙葉書廊。
錢芷娟（1993）。師範院校已婚婦女學生家庭─學生角色衝突及其相關因素之研究。國立台灣師範大學社會教育研究所碩士論文，未出版，台北市。
魏如妤（1998）。美國大專院校學生滿意度之研究。淡江大學美國研究所碩士論文，未出版，台北。
魏銀河（2002）。台南市社區大學學員學習滿意度及其相關因素之研究。國立中正大學成人及繼續教育研究所碩士論文，未出版，嘉義縣。
謝美蘭（2000）。碩士在職進修專班學生學習與工作衝突及其因應策略之研究。國立中正大學成人及繼續教育研究所碩士論文，未出版，嘉義縣。

英文部分
Anderson, M. S., & Swazey, J. P. (1998). Reflections on the graduate student experience: An overview. New Directions for Higher Education, 101(1), 3-13.
Astin, A. W. (1993). What Matters in College? San Francisco:Jossey Bass.
Bachman, G. J. & O’Malley M. P. (1977). Self-esteem in young man: A longitudinal analysis of the impact of educational and occupational attainment. Journal of Personality and Social Psychology, 6, 365-379.
Betz, N. E. (1970). Prevalence, distribution, and correlates of math anxiety in college students. Journal of Counseling Psychology, 25, 441-448.
Burleson, B. A., Albrecht, T. L., & Sarason, I. G. (1994). Communication of social support. Thousand Oaks, CA: Sage.
Caplan, G. (1974). Support system and community mental health: Lecture on concept development. New York: Behavioral Publications.
Cluver, S. M. (1993). A survey of adult degree program alumni and current students at one university. The Journal of Continuing Higher Education, 41(2), 23-31.
Cutrona, C. E. (1996). Social support in couples. Thousand Oaks, CA: Sage.
Darkenwald, G. C., & Merriam, S. B. (1982). Adult education: Foundations of practice. New York: Harper and Row.
Douglah, M. (1970). Some perspectives on the phenomena of participation. Adult Education, 20, 2.
Fischer, B. A., & Zigmond, M. J. (1998). Survival skills for graduate school and beyond. New Directions for Higher Education, 101, 29-40.
Flammger, D. M. (1991). Nontraditional students and postsecondary school satisfaction. (ERIC Document Reproduction Service No. ED 362077)
Gladow, N. W., & Ray, M. P. (1986). The impact of informal support systems on the well being of low income single parents. Family Relations, 35, 113-123.
Golde, C. M. (1998). Beginning graduate school：Explaining first-year doctoral attrition. New Directions for Higher Education, 101(1), 55-64.
Goplerued, E. N. (1980). Social support and stress during the fist year of graduate school. Professional Psychology,1l, 283-290.
Halleck, S. L. (1976). Emotional problems of the graduate student. In J. Katz & R. T. Harnett (Eds.), Scholars in the making (pp. 161-176). Cambridge, MA: Ballinger.
Hedstrom, L. J., & Hedstrom, B. J. (1983). Academic stress and marital adjustment in a graduate psychology program. (ERIC Document Reproduction Service No. ED 256990)
Heins, M., Fahey, S. N., & Leiden, L. I. (1984). Perceived stress in medical, law, and graduate students. Journal of Medical Education, 59, 169-179.
Hill, W. C. (1981). Student perceptions of advanced studies: A research to date summary. (ERIC Document Reproduction Service No. ED 232505)
Hodgson, C. S. & Simoni, J. M. (1995). Graduate student academic and psychological functioning. Journal of College Student Development, 36 (3), 244-253.
Home, A. M. (1992). When facing the multiple role challenge: Adult women studying social work and adult education in Canada. A Study of their multiple role experiences and of supports available to them. (ERIC Document Reproduction Services No. ED369909)
Hooper, J. (1979). Returning women students and their families: Support and conflict. Journal of College Student Personnel, 20(2), 145-152.
House, J. S. (1981). Work stress and social support. Reading, MA: Addison-Wesley.
Kerwin, M. A. (1981). Student involvement as a dimension of the student- perceived teaching behavior of post secondary educators. Adult Education, 31(2), 85-92.
Kjerulff, K., & Wiggins, N. H. (1976). Graduate student styles for coping with stressful situations. Journal of Educational Psychology, 68(3), 247-254.
Kuh, G. D., & Thoms, M. L.(1983). The use of adultment development theory with graduate students. Journal of College Student Personnel, 24(1), 12-19.
Lam, Y. L. J., & Wong, A. (1974). Attendance regularity of adult learners: An examination of content and structural factors. Adult Education, 14, 2.
Lange, S. (1980). An anxiety-support model for graduate education. Journal of College Student Personnel, 21(2), 146-150.
Long, H. B. (1983). Adult learning: Research and practice. New York: Cambridge books.
Madrey. (1983). The effects of enrollment on full-time married doctoral student: An ethnographic study. (ERIC Document Reproduction Services No. ED 232548)
Mallinckrodt, B., Leong, F. L., & Kralj, M. M. (1989). Sex difference in graduate student life-change stress and stress symptoms. Journal of College Student Development, 30, 332-338.
Mallinckrodt, B., & Leong, F. L. (1992). Social support in academic programs and family environments: Sex differences and role conflicts for graduate students. Journal of Counseling and Development, 70, 716-723.
Mangano, J. A., & Corrado, T. J. (1979). Adult students’ satisfaction at six two-year colleges. (ERIC Document Reproduction Service No. ED 180563)
Martin, O. L. (1985). The economic status of women pursuing education at a two-year college. (ERIC Document Reproduction Services No. ED 255257)
Mclaughlia, M. C. (1985). Graduate school and families: Issues for academic departments and university mental health professionals. Journal of College Student Personnel, 23(6), 488-491.
McVeatta, R. (1981). Factors contributing to student affect, satisfaction and behivoral intention: Research extension at the community college. (ERIC Document Reproduction Service No. ED 203963)
Miller, T. K. (2003) The Book of Professional Standards for Higher Education. Washington, DC: Council for the Advancement of Standards in Higher Education.
Nedleman, M. D. (1991). A survey of married graduate students on sources of stress and their needs for intervention. (ERIC Document Reproduction Service No. ED 333253)
Patricia, A. H. (1987). Graduate student management of family and academic roles. Family Relations, 36, 329-332.
Polson, C. J. (1998). Fostering graduate socialization into adult education. Adult Learning, 10(2), 23-26.
Price, J. L. (1972). Handbook of organizational measurement. Lexington, KY: D. C. Health and Company.
Reber, S. (1995). Dictionary of psychology. New York: Penguin.
Sekas, D., & Wile, M. Z. (1980). Stress-related illnesses and sources of stress: Comparing MD. and Ph.D. students. Journal of Medical Education, 55, 440-446.
Shumaker, S.A., & Brownell, A. (1984). Toward a theory of social support: Closing conceptual gaps. Journal of Social Issues, 40(4), 11-36.
Starr, A. M. (1972). College student Questionnaire (CSSQ) Manual. (ERIC Document Reproduction Service No. ED 058268)
Tittle, C. K., & Denker, E. R. (1977). Re-entry women: A selective review of the educational process, career choice and interest measurement. Review of Educational Research, 47.
Though, A.(1982). International Changes. Chicago: Follett.
Valdez, R. (1982). First year doctoral students and stress. College Student Journal, 16, 30-37.
Washington, W. (1990). Pre-Doctoral syndrome: Study of Educational administration graduates. (ERIC Document Reproduction Service No. ED 326091)
Webster, S. W., Benson, D. E., & Spray, S. L. (1994). Gender, martial status and social support. Sociological Focus, 24(2), 131-145.
Widoff, J. C. (1999). The adult male undergraduate student experience: Real man do return school. The Journal of Higher Continuing Education, 47(2), 15-24.
Williams, E. E., Gallas, J. A., & Quiriconi, S. (1984). Addressing the problem of dropouts among graduate students. Journal of College Student Personnel, 25(2), 173.
Whitman, N. A. (1985). Student stress: Effects and solutions.(ERIC Document Reproduction Service No. ED 284514)