近年來在政府大力提倡高等教育政策下，大學生人數不斷甘加，教育水 準的提高雖然刺激社會進步，但教育品質的下降以及大學生在社會生活及心理適 應上之困擾亦對社會產生相當負作用。所以高等教育品質的提高與大學生林群已 成為目前社會教育人士密切關注的焦點。 由許多休閒活動相關研究結果提出，選擇正當休閒活動不但可以舒伊座力捷身心 體全發展，還能發展良好人際關係並提高學習效果。以所由大學生休閒狀況可以 推知其生活型態與特質，並且輔導大學生使其在各類休閒活動上均衡選擇可以加 強大學生之適應能力，使學生輔導工作成效相得益彰。 本研究針對臺南地區大專院校，以分層集體隨機抽樣(Stratified ClusterRandom Sampling)方法進行研究，比較各校學生如何選擇休閒活動，其生活型態與背景資 料是否有差異，並對休閒活動選擇有何影響與限制。研究方法採用AIO量表 (Activity-Interest-Opinion Measures)，因素分析(Factor Analysis)中主成份分析法 (Principal Component Approach)，變異數分析及卡方(Chi-Square)與Tukey檢定，逐步 測試各種關係。結果發現各院校學生主要休閒類型顯著不同，並且相關因素之間 影響力亦有顯著差異，藉此提供各校舉生輔導工作者參考，希望針對學生需求提 供適當休閒場所，並且平衡休閒類型之選擇，培養正確休閒觀念，使造就出身心 平穩人格健全之青年才俊。

　　　　　Recently, the number of college students grows steadily under the policy ofhigher education which is strongly supported by the government. Whereaselevation of education level is helpful in our society's progress, deterioration ofeducation quality also produces some remarkable side effects. Therefore,maintaining the quality of higher education and guiding and aiding college studentshave become the focuses of those who are concerned about the social education. A few relevant researches about leisure activities suggest that appropriateleisure activities not only can release one's life pressure but also can develop goodhuman relationships and increase learning efficiency. So, we are able to infercollege students' life style and track from their leisure activities. Furthermore,college students' Adaptability can be enhanced by helping them choose and balanceappropriate leisure activities, whereby making the guidance work easier and moreeffective. This research, which focuses on university and Colleges in Tainan area, usesStratified Cluster Random Sampling method, tries to comprehend how studentschoose their leisure activities, whether remarkable differences exist between theseschools students' life style and background, and how these differences affector constrain their choices of leisure activities. In this study, we employ AIO(Activity-interest-opinion) measures, factor analysis with principal componentapproach, variance analysis, Chi-Square and Tukey Tests. The results aresignificant for most of the hypothesis. By this, we may be able to provide morerelevant and important information to those educators who are involved inadolescent education.