本研究之主要目的在於暸解大學生休間無聊感與自我統合間之關係，以及探討影響大學生休閒無聊感、自我統合發展之心理、社會因素。研究者以全國北、中、南、東十九所公私立大學1182名之學生為研究樣本，使用「休間內在動機量表」、「休閒阻礙量表」、「休間無聊感量表」及「青少年心理社會發展量表」等工具進行資料蒐集。並以單因子變異數分析、積差相關及多元迴歸分析等統計方法進行資料分析。本研究之主要發現如下：(一)男女大學生在休間內在動機、体閒阻礙上有顯著差異存在；而男女大學生在休閒無聊感上無顯著差異存在。(二)大學生之休間內在動機與休閒無聊感間有顯著的負相關。(三)大學生之「個體內阻礙」、「人際阻礙」與体閒無聊感間有顯著的正相關；而「結構性阻礙」與休間無聊感間有顯著的負相關。(四)大學生之休閒無聊感與自我統合間有顯著的負相關。(五)大學生之休間內在動機、休閒阻礙、休閒滿意度、擔任社團幹部、休閒時間及性別能有效預測其休閒無聊感程度。(六)大學生之休閒無聊感、休閒內在動機、休閒阻礙、社團參與、打工經驗、課業負擔、休閒滿意度能有效預測其自我統合發展程度。這些結果顧示大學生之休閒無聊感是影響大學生自我統合發展之重要因素。休閒對大學生自我統合發展而言，是一不可忽視之助力，實應值得關注。

Identity formation is thought to be one of the major developmental tasks of adolescence. However, relatively little attention has been paid to the role of leisure in this critical developmental process. This study provides an initial examination of the relationship between leisure boredom and level of identity development for college students. This study sought answers to the following questions: What factors contribute to the sense of leisure boredom? How is the sense of leisure boredom related to identity? Based upon the data obtained from the responses of 1182 college students, the results indicated that several variables contributed significantly to a regression model explaining variance in leisure boredom. Intrinsic motivation and leisure constraints were by far the best predictors of leisure boredom. Intrinsic motivation was negatively and significantly related to boredom, leisure constraints were positively and significantly associated with leisure boredom. Moreover, the findings show that leisure boredom to identity was significant, the boredom perception was negatively related to identity. Several variables contributed significantly to a regression model explaining variance in identity. The largest single contribution was made by leisure boredom. These results have important implications for those educators and counselors who are making people cognitively conscious of the potential of leisure to enhance the identity formation of college students.