本研究旨在探討不同類型課後托育學童之快樂情緒，以及建立快樂情緒之預測公式。以叢集抽樣選取高雄市課後托育學童120名為研究對象。在不同類型的比較結果顯示：「園所式」學童在「教師特質」、「課程與活動安排」、「快樂情緒自我檢核」、「快樂情緒教師檢核」、「同儕互動」等變項比「獨立式」學童有較高的快樂情緒，而「空間與時間知覺」、「師生互動」、「學習行為」、「功課適應」等則沒有顯著差異。整體而言，學童對「園所式」有較佳的快樂情緒反應。在建立預測公式方面：能有效預測學童快樂情緒的變項有「學習行為」、「空間與時間知覺」及「課程與活動安排」等，共可解釋「快樂情緒」60％的變異量。綜合分析顯示：學習行為適應與否是學童快樂情緒的關鍵因素，而課後托育機構宜多注意學童對於托育環境的需求，並致力於提升課後托育的服務品質，以增進學童正向情緒之發展。

　　　　　The investigations were to explore the happy emotion of school-age children who were from different organization of the after-school programs, and to establish the predictive equation of happy emotion. There were 120 school-age children by cluster samplingfrom Kaohsiung City. The results indicated, school-age children had several significant differences between 「kindergarten type」and「independent building type」, included teacher's trait, curriculum program, happy emotion of self-checklist and teacher-checklist,peer interaction etc. There were no significant differences among the variables of time-space perception, teacher interaction, learningbehavior, and studying adaptation. In sum, the school-age children of「kindergarten type」 displayed much more positive happy emotion. For school-age children, the learning behavior was the core factor related to happy emotion. Meanwhile, for the after school manager, It was very important to arrange well surroundings and to arise the quality of after school services , that would begood for the positive emotion development of the after school children.