本研究主要目的是分析大學生之休閒參與、休閒態度及滿意度，探討其間是否存在顯著性的關係，並進一步深入分析不同社會經濟及學校特性對此等關係的影響。研究對象是民國八十九學年度在籍一般及科技大學日間部學生。最終回收有效問卷1522份。利用描述性統計、皮爾遜相關分析、卡方獨立性檢定及單因子變異數分析等方法進行資料分析。結果顯示我國一般大學生的休閒行為偏向靜態活動，其最常從事之休閒活動依序為：1.聽音樂、2.聊天、3.看電視、4.上網、5.逛街、6.閱讀、7.逛夜市、8.聚會、9.聽廣播、10.打球。對休閒的態度大部分持正面肯定的看法，依照肯定程度高低順序，前五項為：喜歡輕鬆自在生活、休閒很重要、經常休閒是適當的、休閒可舒解壓力、想住休閒設施完善處。參與休閒的滿意度依照滿意程度高低順序，前六項為：幫助舒解壓力、情緒更健康、鬆弛身心、休閒夥伴、增進情感、喜歡休閒，但整體滿意度不高。大學生普遍認為休閒時間、休閒費用及休閒場所不足，但休閒對大學生活或畢業後生均相當重要。休閒參與量較高的大學生其休閒滿意度也較高，此二者間存在正相關。休閒態度和休閒滿意度亦存在顯著正相關。前五項妨礙休閒參與的主因，依序為：功課太忙、沒興趣、需要工作、缺乏同伴、及缺乏技能。女性比男性對休閒態度持更正面看法，但休閒滿意度反而較低。身體愈健康者其休閒參與量及休閒滿意度愈高。法商科系學生的休閒參與量高於理工科系者。有社團經驗者其休閒參與量及休閒滿意度均高。一般型大學之學生比科技大學/院學生對休閒態及滿意度持更正面看法但休閒參與量反而較低。公立大學生比私立大學生對休閒態度及滿意度持更正面看法。師範生比非師範生對休閒態度持更肯定看法。本研究成果將有助各界了解大學生休閒行為，休閒態度及滿意度，以協助規劃大學生休閒活動、推廣休閒教育與休閒諮商的參考，及充實休閒學術與教學。

The purpose of the study was to analyze the leisure participation, leisure attitudes and leisure satisfaction and their relationship of the collegiate students. In addition, the survey tested if there existed significant difference in social demographic or school background variables. The subjects were the collegiate students in 1999 school year. Finally, 1552 completed questionnaire were returned. The data analysis applied Pearson Monument Correlation Coefficient, Chi-square Independence of Test, One-way Anova and descriptive statistics. The result shows the leisure behavior of the collegiate students was inclined to static. The top ten leisure activities participated by the students in descending order were listening to the music, leisure talk, watching TV, surfing internet, window shopping, reading, strolling down the night market, joining a party, listening to the radio, and playing ball games. Most of the students had a supporting viewpoint concerning leisure attitude. The top five expressions in descending order were I like easy and relaxed life, leisure is very important, it’s proper for one to join leisure activities as often as one likes, leisure can comfort stress, and I hope to live in place with better leisure facilities. The total leisure satisfaction of the subjects was average and the top six items in descending order were relieving stress, healthier emotions, physical or psychological relaxation, leisure companions, increasing affection, and leisure enjoyment. Generally speaking, students pointed out the insufficiency of leisure time, expense, and facilities. However, they agreed that leisure is very important in their life either at school or after graduation. The higher leisure participation amount the students had, the higher leisure satisfaction they had. There existed significantly positive relationship between leisure satisfaction and leisure participation amount. The higher leisure attitude scores the students had, the higher leisure satisfaction they had. There existed significantly positive relationship between leisure satisfaction and leisure participation amount. The higher leisure attitude scores the students had, the higher leisure satisfaction they had too. The top five obstacles of leisure participation were busy in study, no interest, conflicts with work, lack of company, and lack of knowledge or skill. Female students rated significant higher scores toward leisure attitude than males did but their leisure satisfaction is lower on the contrary. The healthier the students is, the higher leisure participation amount and leisure satisfaction the student has. Students from law or business school had higher leisure participation amount than that of students from science or engineering schools. Those had club experiences in school had higher leisure participation amount as well as satisfaction. Although students from scientific technology colleges ranked higher scores in either leisure attitude or satisfaction, their leisure participation amount was lower. Public school students had higher scores in both leisure attitude and satisfaction than those from private schools, but their leisure participation amount had no significant difference. Students from teacher schools rated higher leisure attitude than others. The findings would help us to plan a better leisure activities or facilities for students.