本研究旨在探討大專校院學生情緒智力對休閒參與及休閒阻礙的影響，以全國大專校院學生（n=1140）為研究對象，並經由描述性統計、積差相關、階層迴歸等統計方法處理與分析後，得到結論：（一）大學生最常以自我內心具體感受、自我知覺及自我意識等展現自我情緒，其整體情緒智力表現大致良好；不過，參與休閒活動的情形略差，且壓力、沮喪或休閒活動後之感受，對其參與休閒活動有極大的阻礙；（二）大學生的整體情緒智力程度越高，則休閒參與頻率頻繁，而整體與個人性休閒阻礙程度愈低。此外，大學生情緒覺察程度愈高，各構面休閒阻礙均會愈低，而當其情緒覺察、情緒表達、情緒運用程度越高，整體休閒阻礙程度愈低；（三）由階層迴歸分析發現，大學生整體休閒阻礙與休閒參與並不會受整體情緒智力的干擾而有所改變；進一步由各構面分析得知，當大學生能夠關注及正確地覺察、評估及表達自我情緒時，或運用自我情緒進行正面思考、面對挑戰及省思內心的感受時，則個人自身心理狀態及態度會影響休閒參與的程度。

The research investigated the influence of college students' emotion intelligence to their leisure participations and leisure constraints by collecting questionnaires from 1,140 College students. Results found that (1) In general, students used their specific feeling, self-perception and self-consciousness to express their overall emotional feeling. Students' overall emotional is good, however, the involvement of the leisure participations is low, and the feeling of pressure and depression would become obstacle for their leisure activities. (2) In general, the higher the College students' overall emotion intelligence is, the frequency of their leisure activities would be higher. And the leisure constraints will become lower. In addition, the more the students' notice of their emotion level, the leisure constraints would be lower in each factor. (3) In the hierarchical regression analyses, we found that the overall emotion intelligence won't influence the relationship between leisure participation and leisure constraints. However, in the additional analysis of each factor inside the emotion intelligence, we found that while college student pay more attention to their emotion intelligence, evaluate accurately of their emotion intelligence, or express their emotions by positive thinking, their personal mentality and attitude would then influence their leisure participation.