本研究主要探討台北縣市國中七年級學生背景因素對其生活技能發展影響，進一步發展和運用生活技能量表，評估其生活技能發展現況，瞭解學生生活技能教育需求，提供推行校本生活技能融入各領域課程發展之參考。
本研究對象是依據台北縣市國中七年級學生人數比及國中學生人數學校規模分兩群決定，公立國中七年級班級數規模15班以上學校台北市有26所，台北縣35所。15班以下台北市33所、台北縣27所。分別從中分層抽樣施測19所學校33個班級。發出1320份問卷，回收1200份，有效問卷為1150份。
研究結果發現，顯著影響研究對象整體生活技能的因素中以家庭功能無障礙最具有解釋力，其次為學業成績優者、女生、就讀台北市學校、有宗教信仰。顯著影響人際類技能的因素中以學業成績最具有解釋力，其次為女生、家庭功能無障礙、有宗教信仰、就讀台北市。最顯著影響認知類技能為家庭功能無障礙，其次學業成績優異、學校社經地位高、女生，有宗教信仰。最顯著影響情緒因應類技能因素仍為家庭功能無障礙，其次為學業成績優異，就讀台北市學校。綜合上面敘述，其顯著預測因子大同小異。
生活技能教育需求程度以「如何增進人際關係技能」最高，「如何增進批判性思考」最低。生活技能知識獲得來源前三名為網路、電視、同學朋友。主要從父母親、學校老師、同學朋友處學習生活技能。希望學習生活技能概念形成方式依序為討論、表達、情境類推、腦力激盪、案例分析、發表；學習生活技能概念演練方式則依序為現場演練技巧、創造原則、發表心得、修正；生活技能概念維持依序希望透過交流、觀摩、示範、獎勵方式。希望教材內容呈現方式依序為圖片、漫畫、線上遊戲、戲劇演出、錄影帶。學生在學習學業學習、人際溝通、時間管理、自我管理等方面有較多困難，需要去學習生活技能以解決。學生最常提及需要幫助去處理學業功課、時間管理、金錢經濟、親子關係、同儕朋友關係等。
建議未來研究可對量表進一步發展，加強質性資料收集與各類技能之深入探討。在生活技能教育方面，建議在學校教育中多教導學生生活技能，融入各科教學，並採用學生歡迎之教法。透過親職教育強化父母親生活技能以提昇家庭功能。

The aim of this survey is to investigate the factors that influence the life skills development of seventh grader student in Taipei city and county and to explore their needs in life skill education and to provide suggestions for future expanding to different learning areas in the future.
The subjects were based on the seventh grader students in junior high schools that were divided into two grounds by its scale. There are 26 and 35 public junior high schools that have more then 15 classes for Taipei city and County respectively. On the other hand, there are 33 schools in Taipei city have classes that is below 15 and 27 schools at Taipei County. The samples were drawn from 33 classes in 19 schools. 1320 questionnaires were administered and 1,200 were returned. However, 1,150 questionnaires are valid.
The results indicate that well family functions is most significant predictor for overall life skills, followed by superior academic performance, female student, study on Taipei City schools and religious believers. Otherwise, superior academic performance is the most significant predictor for interpersonal life skills, and followed by female student, well family function, religious believers and study on Taipei City schools. For cognitive life skills, the most powerful predictor is also well family function, followed by superior academic performance, higher school social demographic status, female student and religious believers. Well family function is still the most significant predictor for emotional coping life skills, followed by superior academic performance and study on Taipei City schools.
The first priority on students’ need of Life skill education is “how to promotes interpersonal skills” and the least important one is “how to promotes criticizing thinking”. The top 3 learning resources for life skills knowledge were obtained from the network, television, classmates. The need of someone who teaches life skills is parents, school teacher, classmate and friends. The formations of the concept in learning life skills are : the discussion, expression, situated analogy, brain-storming, case analysis, and presentation ; Exercising of the concept in learning life skills includes living performing, creation of principle, expression, and the revision; Maintenance of Life skills concept is kept through the exchange, observation, emulation, demonstration, and reward. The teaching material contents are expected to present in the form of picture, cartoon, on-line game, drama, and videotape.
Students felt difficulties on academic works, interpersonal communication, time management and self management and mentioned that they need help to deal with academic works, time management, financial problems, parents-children relationships and friendships.
In further investigation, a modified questionnaire is important in order to collect more useful data on different skills for more discussion and references. As for the life skills education, it is advised to involve various life skills into different learning area via favorite methods of students at school education. Finally, maximizing life skills of parents can increase the family function through parenthood.

參考文獻
一、中文文獻
王元玲(2002)。兒童肥胖與自尊關係及影響減重成效相關因素之探討。中原 大學心理學研究所碩士論文，未出版，新竹市。
王枝燦(2001)。同儕影響與青少年偏差行為之研究。東吳大學社會學系碩士論文，未出版，臺北市。
中華民國課程與教學學會主編（1998）。學校本位課程與教學創新。台北市：揚智文化。
石培欣(2000)。國民中學學生家庭環境、同儕關係與學業成就之相關研究。國立高雄師範大學教育研究所碩士論文，未出版，高雄市。
李珮瑄(2004)。國中生同儕互動心理需求及其與人際互動相關研究。國立臺灣師範大學教育心理與輔導學研究所碩士論文，未出版，台北市。
杜正勝(2005)。生活技能在健康教學上的應用（國中版）。教育部序言。行政院衛生署/教育部。
林秋慧(2005)。肥胖兒童的減重動機與體型意識-學校減重班經驗。國立臺灣師範大學人類發展與家庭學系碩士論文，未出版，台北市。
邱英豪(2006)。國中學生未來時間觀照之研究。國立彰化師範大學輔導與諮商學系碩士論文，未出版，彰化市。
吳明隆、涂金堂(2007)。SPSS與統計應用分析。台北：五南圖書公司。
吳萬春(2006)。高雄市國中生父母教養方式與生活適應之調查研究。國立高雄師範大學教育學系碩士論文，高雄市。
郭鐘隆、紀雪雲(2005)。生活技能在健康教學上的應用（國中版）。行政院衛生署/教育部。
郭鐘隆、李明憲、黃久美、鄭其嘉(2005)。全國健康促進學校94年度生活技巧教學研討會教學教材手冊。台北，未出版。
郭鐘隆、李明憲、黃久美、鄭其嘉(2007)。95年度台灣地區健康促進學校及生活技能人員訓練計畫，「全國教師生活技能說明及訓練研習會」北區研習手冊。台北，未出版。
郭鐘隆、李明憲、黃久美、鄭其嘉(2007)。95年度台灣地區健康促進學校及生活技能人員訓練計畫教育部期末報告。台北，未出版。
侯勝茂(2005)。生活技能在健康教學上的應用（國中版）。行政院衛生署署長序言。行政院衛生署/教育部。
洪麗淑(2005)。生活技巧導向之檳榔防制課程行動研究-以花蓮縣某國小為例。國立花蓮教育大學學校行政碩士論文，未出版，花蓮縣。
徐敏芳(2006)。國小學童宗教信仰之研究─以苗栗縣公館地區國小為例。玄奘大學宗教學系碩士論文，新竹市。
姚雅云(2006)。家庭功能、自我分化與國中生非理性信念關係之研究。國立高雄師範大學教育學系碩士論文，未出版，高雄市。
教育部(1990)。國民中小學九年一貫暫行綱要。台北，教育部。
教育部(1990)。九年一貫課程大綱：健康與體領域。
張繻方、龍芝寧（2005）。生活技能在健康教學上的應用（國中版）。行政院衛生署/教育部。
張春興(2000)。教育心理學。臺北：東華書局。
陳燕玲(1999)。宗教信仰、價值信念與人際衝突因應行為的關係。國立政治大學心理學系碩士論文，未出版，台北市。
彭如瑩(2001)。台北市國中學生家長預防子女藥物濫用措施及藥物教育需求之研究。國立台灣師範大學衛生教育研究所碩士論文，未出版，台北市。
曾瓊禛(2004)。學習障礙青少年生活壓力、自尊與憂鬱之相關研究。國立彰化師範大學特殊教育學系所碩士論文，未出版，彰化市。
曾煥琦(2004)。南部地區國中學生對生涯發展教育課程學習態度與學習滿意度相關之研究。國立彰化師範大學工業教育與技術學系碩士論文，未出版，彰化市。
晏涵文(2000)。健康與體育新課程綱要之理念、內涵與特色。健康教育，85，16-29。
黃大峰(2005)。國小學童自尊、人際關係與利社會行為之相關研究。國立臺南大學教育學系輔導教學碩士班碩士論文，未出版，臺南市。
黃雅婷(2000)。國中女生早晚熟與身體意象、自尊及生活適應之相關研究。國立彰化師範大學教育研究所碩士論文，未出版，彰化市。
黃玉微(1998)。探討北市國中生宗教信仰與危害健康行為之關係。國立臺灣大學衛生政策與管理研究所碩士論文。未出版，台北市。
鄭書青(2000)。宗教信仰在防治青少年偏差行為之角色研究--一個實證模型之初探。南華大學教育社會學研究所碩士論文，嘉義縣。
莊惠雯(2004)。大學生時間分配、社會支持來源、心理狀態、健康行為與自覺安適狀態之相關因素研究。國立台灣師範大學衛生教育研究所碩士論文，未出版，台北市。
蔡佩如(2005)。家庭因素與同儕因素對國中生健康促進行為之研究。國立嘉義大學家庭教育研究所碩士論文，未出版，嘉義市。
魏美芬(1984)。親子溝通與青少年生活適應之研究。東海大學社會學研究所碩士論文，未出版，台中市。
蘇瓊慧(2004)。台北縣國中生休閒參與及情緒調整之相關研究。國立臺灣師範大學公民教育與活動領導學系碩士論文，未出版，台北市。
　二、中文電子資料
台灣健康促進學校(2006/10/15)。94年度生活技能-life skill。取自http://www.allschool.com.tw
台灣健康促進學校(2006/10/15)。94年度生活技能-life skill(翻譯完整版)。取自http://www.allschool.com.tw
內政部統計資訊服務網站(2007/06/20)。中華民國92年少年身心狀況調查報告。取自Http://www.moi.gov.tw/stat/.
行政院衛生署國民健康局健康九九衛生教育網站(2007/07/12)。從尼特族現象-談青少年生活技能教學。取自Htpp://health99.doh.gov.tw/Article/ArticleDetail.aspx?IDNo=14
臺北市政府教育局(2007/01/16)。各級學校資料查詢系統。取自http://www.edunet.taipei.gov.tw/2-14/QRYSCHOOL.ASP
臺北縣政府教育局(2007/01/16)。台北縣政府教育局網站學校資料。取自http://www.tpc.edu.tw/_file/2052/SG/25532/39347.html
＜人與人的相處＞電子書(2006)，第六章「如何減少衝突」。取自http://mis.im.tku.edu.tw/~rex14a/p&p/mainframe.html

三、英文文獻：
American Health Organization (PAHO), W. K. Kellogg Foundation. Retrieved November 26, 2006, from http://www.paho.org/english/hpp/adol_burt.htm.
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: W. H. Freeman Blaber, C. (1999). Teenage health teaching modules: Lessons learned and challenges.Presented at a meeting of Life Skills Experts at the Pan-American Health Organization (PAHO), Washington, DC.
Bernard, B. (1991). Fostering resilience in kids: Protective factors in the family, school and community. Portland, OR: Western Centre Drug-Free Schools and Communities.
Blum, R. M. & Rinehard, P. M. (1997). Reducing the risk: Connections that make a difference in the lives of youth. Bethesda, MD: Add Health Project. Originally published in Journal of the American Medical Association, 10 Sept. 1997.
Botvin, G. J. (2001). Life skills training: fact sheet. Retrieved November 23, 2006, from http://www.lifeskillstraining.com/facts.html
Botvin, G. J., Eng., A., & Williams, C. L. (1980). Preventing the onset of cigarette smoking through Life Skills Training. Preventative Medicine, 9, 135-143.
Bryman & Cramer (1997), Quantitative Data Analysis with SPSS for Windows. London: Routledge.
Buhs, L.M. (2000) Program evaluation of the American Indian Life
Skills Development Curriculum with American Indian and C'aucasian adolescents. Dissertation Abstracts International: Section B: the Sciences & Engineering, 61(1-B):523.
Burt, M. R. (1998). Why Should We Invest in Adolescents?Washington, D.C.: Pan American Health Organization (PAHO), W. K. Kellogg Foundation. . Retrieved November 30, 2006, from
http://www.paho.org/english/hpp/adol_burt.htm.
Caribbean Community (CARICOM). (2000). Multi-Agency HFLE programme manual for facilitators of life skills based HFLE programmes in the formal and non-formalsectors.Georgetown, Guyana: CARICOM. Cited in Health and Family Life Education (HFLE) Life Skills Training, Barbados, March/April 2001, compiled by HHD/EDC, Newton, Mass.
CARICOM & UNICEF. (1999). Health and Family Life Education: Empowering Young People with Skills for Healthy Living. An information package. Bridgetown, Barbados
Carmines,E.G.& Zeller,R.A.(1979).Reliability and validity assessment.Beverly Hills,CA：Sage.
Deffenbacher, J., Oetting, E., Huff, M., & Thwaites, G. (1995). Fifteen-month follow-up of social skills and cognitive-relaxation approaches to general anger reduction. Journal of Counseling Psychology, 42(3): 400-405.
Elias, M. J. (1991). An action research approach to evaluating the impact of a social decision-making and problem-solving curriculum for preventing behaviour and academic dysfunction in children. Evaluation and Programme Planning, 14(4).
Englander-Goldern, P., Jackson, J., Crane, K., Schwarzkopf, A., & Lyle, P. (1989).Communication skills and self-esteem in prevention of destructive behaviours.Adolescence, 14, 481-501.
Evans, R., et al. (1978). Deterring the onset of smoking in children: Knowledge of immediate physiological effects and coping with peer pressure, media pressure and parent modelling. Journal of Applied Social Psychology. 8.
Evans, R. I. (1976). Smoking in children: Developing a social psychological strategy of deterrence. Preventive Medicine, 5.
Fishbein, M. & Ajzen, I. (1975). Belief, attitude, intention and behaviour: An introduction to theory and research. Reading, MA: Addison-Wesley.
Gardner, H. (1993) Frames of mind: the theory of multiple intelligences. New York: Basic Books.
Gorgetown, Guyana: CARICOM. Cited in Health and Family Life Education (HFLE) Life Skills Training, Barbados, March/April 2001, compiled by HHD/EDC, Newton, Mass.
Hubley, J. (2000). School health promotion in developing countries: A literature review.Leeds, UK: J. Hubley. Retrieved November 25, 2006, from http://www.hubley.co.uk/#leeds.
Hudson, J., ＆Danish, S. J., (1980) The acquisition of information: An important life skill. Personnel & Guidance Journal 59 (3) , 164-167.
Hollingshed, A. B. (1957). Two factor index of social position. New Haven: Mimea-graphed.
Hyndman, M. J., ＆Evans, G. T., (1989) Social and life skill competence in potential early school-leavers. British Journal of Guidance & Counseling, 17 (3): 286-303.
Infante, F. (2001). Five open questions to resilience: A review of recent literature. Prepared for the Bernard van Leer Foundation.
Jessor R. , & Jessor S L.( 1997).Problem Behavior and Psychosocial Development. New York:Acdamic Press.
Kass, J.D. (1998). The inventory of positive psychological attitudes. In: C. P. Zalaquett & R. J. Wood (Eds.), Evaluating stress. A book of resources. Vol. 2, pp. 153-184. Lanham, Md, & London: Scarecrow Press.
Kirby, D. (2001). Emerging answers: New research findings on programmes to reduce teen pregnancy. Washington, DC: National Campaign to Prevent Teen Pregnancy.Summary available on-line at:http://www.teenpregnancy.org/resources/data/pdf/emeranswsum.pdf
Kirby D. (1999). Looking for reasons why: The antecedents of adolescent sexual risk-taking, pregnancy, and childbearing. Washington DC. National Campaign to Prevent Teen Pregnancy.
Krejcier, R.V. & Morgan, D.W. (1970) .Determining samplesize for research activity. Education & Psychological measurement, 30, 607-610.
Ladd, G. & Mize, J. (1983). A cognitive-social learning model of social skill training.Psychological Review 90, 127-157.
Landman, J. T., Irvin, L. K., ＆Halpern, A. S., (1980) Measuring life skills of adolescents: Tests for everyday living (TEL). Measurement & Evaluation in Guidance, 13 (2)﹐95-106.
Luthar, S. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Journal of Child Development, 71(3), 543-558.
Mangrulkar, L.,C.V.,& Ponser,M.(2001).Life skills Approach to child and Adolescent Healthy Human Development. Washington DC:Pan American Health Organization.
McConaughy, S. H., Kay, P. J., & Fitzgerald, M. (1998). Preventing SED through parent-teacher action research and social skills instruction: First-year outcomes. Journal of Emotional and Behavioural Disorders, 6(2). 81-93.
McGuire, W. J. (1968). The Nature of Attitudes and Attitude Change. In: G. Lindzey & E. Aronson (Eds.), Handbook of social psychology. Reading, MA: Addison-Wesley.
Mize, J. & Ladd, G. (1990). A cognitive-social learning approach to social skill training with low-status preschool children. Developmental Psychology﹐26(3), 388-397.
Piaget,J.(1972). The principles of genetic epistemology. London: Routledge & Kegan Paul.
Poole, M. E., ＆Evans, G. T., (1988) Life skills: Adolescents' perceptions of importance and competence. British Journal of Guidance & Counseling, 16 (2): 129-144.
Prochaska, J. O. (1979). Systems of psychotherapy: A transtheoretical analysis. Homewood, IL: Dorsey.
Prochaska, J. O., & DiClemente, C. C. (1982). Toward a more integrative model of change. Psychotherapy: Theory, Research and Practice, 19, 276-288.
Ross, J. G., Luepker, R. V., Nelson, G. D., Saavedra, P., & Hubbard, B. M. (1991). Teenage health teaching modules: Impact of teacher training on implementation and student outcomes. Journal of School Health, 61(1), 31-34.
Rutter, M. (1987) . Psychosocial resilience and protective mechanisms. American Journal of Orthopsychiatry 57(3), 316-331.
Luthar, S. & Zigler, E. (1991). Vulnerability and competence: A review of research on resilience in childhood. American Journal of Orthopsychiatry, 61(1), 6-22.
Scripture Union. (n.d.). All the right moves: Lifeskills for an Aids-free generation: Twelve to fifteen year programme. Rondebosch, South Africa: Scripture Union. As cited in WHO,1994.
South Africa Ministry of Health and Ministry of Education. (1998). Life skills programme project report 1997/98.
UNICEF/EAPRO. (1998). The Mekong Project. A pilot life skills approach for HIV/AIDS prevention education in schools. Lifeskills Education: Collected materials on Lifeskills Education and its application for promotion of healthy lifestyles and HIV/AIDS prevention.Available from UNICEF/HQ or in UNICEF East Asia and Pacific Regional Office, or at http://www.unicef.org.
Vince Whitman, C., Aldinger, C., Levinger, B., & Birdthistle, I. (2001). Education For All 2000 assessment. Thematic studies: School health and nutrition. Paris: UNESCO.
World Health Organization [WHO]. (1997). Life skills education in schools.WHO/MNH/PSF/93.7A.Rev.2. Geneva: WHO.
Young, M., Kelley, R., & Denny, G. (1997). Evaluation of selected life-skills modules from the contemporary health series with students in grade 6. Perceptual and Motor Skills. 84, 811-818.