本研究旨在探究補校成人學習者自我效能、社會支持與幸福感之關係，具體而言，本研究之目的有四：一、瞭解補校成人學習者的自我效能、社會支持與幸福感之現況。二、探討補校成人學習者不同個人背景變項在自我效能、社會支持及自我效能在社會支持之差異情形。三、分析補校成人學習者不同變項間自我效能、社會支持及幸福感之相關情形。四、探討補校成人學習者自我效能、社會支持對幸福感之預測情形。 研究方法主要採問卷調查法，以高雄市國民中小學補校成人學習者為研究樣本，發出問卷1022份，有效回收860份，回收率為80.52%。主要研究工具有三：分別為改編之「自我效能」量表、「社會支持」量表及「幸福感」量表。問卷所得資料輸入電腦，以電腦統計套裝軟體SPSS 18.0 for Windows進行統計分析，包括項目分析、因素分析、信度分析、次數分配、平均數、標準差、百分比、t考驗、單因子變異數分析、積差及典型相關分析及多元迴歸分析等統計方法，加以處理。 本研究得到以下結論： 一、補校成人學習者自我效能高，以「成尌目標」效能最高 二、補校成人學習者社會支持高，以「情境建構」支持表現最高 三、補校成人學習者幸福感發展情形良好，以「自我成長」發展最好 四、女性、55歲以上、已婚及無收入的補校成人學習者其自我效能較高。 五、女性、55歲以上已婚及無收入的補校成人學習者其獲得的社會支持較多 六、女性、55歲以上已婚及無收入的補校成人學習者其幸福感較高 七、自我效能與社會支持關係密切，以內容掌握與社會支持之相關較高 八、自我效能與幸福感關係密切，以成尌目標與幸福感之相關較高 九、社會支持與幸福感關係密切，以情境建構與幸福感之相關較高 十、自我效能的「內容掌握」與「過程改進」對社會支持具有決定性的影響 內容掌握效能愈好，則獲得的工具協助愈多，過程改進效能愈好，則得到情境建構支持愈多。 十一、自我效能的自我激勵與成尌目標對幸福感具有決定性的影響 十二、社會支持的情境建構、資訊傳遞與情感歸屬對幸福感具有決定性的影響 十三、不同的自我效能、社會支持對幸福感的各層面及整體具有預測力

The present research aims to look into the connection between the social support and the sense of well-being of the elderly learners of the supplement schools of the junior high schools and primary schools in Kaohsiung City; the four aims of the present invention are: 1.to understand the current states of the social support and the sense of well-being of the elderly learners of the supplement schools of the junior high schools and primary schools in Kaohsiung City; 2.to find the differences in the social support of the elderly learners of the supplement schools of the junior high schools and primary schools in Kaohsiung City; 3.to analyze the differences in the sense of well-being of the elderly learners of the supplement schools of the junior high schools and primary schools in Kaohsiung City; 4. to research into the connection between the social support and the sense of well-being of the elderly learners of the supplement schools of the junior high schools and primary schools in Kaohsiung City. In order to achieve the aims above, the present research is implemented using questionnaires, adopting the questionnaire “social support and sense of well-being of elderly learners” as the research tool. The methodology of purposive sampling is used to choose the learners who are over 55 years old in the junior high and primary schools in Kaohsiung city. In the supplement schools of the junior high schools, 180 questionnaires are delivered in total and 168 effective questionnaires are returned. In the supplement schools of the primary schools, 180 questionnaires are delivered in total and 147 effective questionnaires are returned. Three hundred and sixty questionnaires are delivered in total for the present research. After the ineffective questionnaires are removed, there are 315 effective questionnaires in total. The effective questionnaires account for 87.5％ of the total questionnaires. Moreover, the data analysis and the test research hypothesis are implemented using descriptive statistics, t-test, F-test and canonical correlation analysis. The conclusions of the present research are: 1. The degree of social support of the elderly learners of the supplement schools of junior high and primary schools is high intermediate where the level of „academic support‟ is the highest and „emotion support‟ is the second highest. 2. The degree of sense of well-being of the elderly learners of the supplement schools of junior high and primary schools is high intermediate where the highest is „life goal‟ and „positive relationship with others‟ and „environment control‟ are the second highest. 3. Significant difference exists in the „emotion support‟ and the overall „social support‟ of the elderly learners of different genders, which indicates that female learners are better than male. 4. The „emotion support‟ of the elderly learners of different marriage status indicates that the married are better than the unmarried. 5.The „independence‟, „environment control‟, „life goal‟, „positive relationship with others‟, and the overall „sense of well-being‟ show that the female learners are better than the male.6.the elderly learners of different marriage status and income do not show any differences in the sense of well-being and different aspects. 7. the canonical correlation is that „academic support‟ affects „environment control‟; the lower the „academic support‟, the worse the „environment control‟ of the learners. Moreover, „emotion support‟ affects the aspect of „positive relationship with others‟; the higher the „emotion support‟, the better the positive relationship of the learners with others. The present research proposes relevant concrete advice in accordance with the research results for future reference.