本研究係以參與北部樂齡學習中心之55歲以上的高齡學習者為研究對象，旨在探討高齡學習者的自我概念、人際親密能力與幸福感的關係，以提供高齡學習者、高齡教育工作者和高齡教育機構及政府部門之參考。為達此一目的，本研究採用問卷調查法，以「高齡學習者自我概念、人際親密能力與幸福感調查問卷」為研究工具，採用比例叢集取樣之抽樣方式，共抽取有效樣本563份，再經進行統計分析後，獲得以下九點結論：（1）高齡學習者的自我概念情形為中高程度，其中以「生理自我」層面較高；（2）高齡學習者的自我概念與性別、年齡、婚姻狀況、健康狀況、收入狀況及居住情形有關；（3）高齡學習者人際親密能力的表現屬於中等程度，其中以「主動坦露能力」層面得分較高；（4）高齡學習者的人際親密能力與性別、年齡、婚姻狀況、健康狀況、收入狀況及居住情形有關；（5）高齡學習者的幸福感為中高程度，其中以「生活滿意度」層面較高；（6）高齡學習者的幸福感和年齡、婚姻狀況、健康狀況、經濟狀況及居住情形有關，與性別無關；（7）高齡學習者自我概念與幸福感具有相關；（8）高齡學習者人際親密能力與幸福感具有相關；（9）高齡學習者個人背景變項、自我概念與人際親密能力對幸福感有預測力。
根據研究結論，本研究對高齡學習者、高齡教育機構及教育工作者，提出幾建議以供參考。對高齡學習者之建議：（1）持續參與學習，提升幸福感感受；（2）積極維護身心健康，增進幸福感感受；（3）增強自我概念與人際親密能力，提高個體幸福感。對高齡教育機構及教育工作者之建議：（1）高齡教育機構應開設自我概念與人際親密能力相關課程，鼓勵參與學習，從而提高其幸福感；（2）高齡教育機構應培訓高齡教育師資具有自我概念與人際親密能力相關知能，來協助高齡者提升幸福感；（3）高齡教育機構宜設置高齡心理輔導人員，輔導高齡者提升自我概念與人際親密能力；（4）政府教育部門應培訓高齡輔導晤談人員，協助高齡學習者增進自我概念與人際親密能力。

The main purposes of this study are to explore the relationships among self-concept, interpersonal intimacy competence, and well-being of elder learners. To achieve the objectives mentioned above, questionnaire survey method was adopted. The survey instrument was a self-administered questionnaire entitled “Elder learners’ self-concept, interpersonal intimacy competence and well-being questionnaire”. It contained with good reliability and validation. The available samples for the study consisted of 563 copies. Statistical analysis yielded the following results:
1.Elder learners’ self-concept was at mid-high level.
2.Six background variables including gender, age, marital status, health status, income, and habitation were significantly related to self-concept.
3.Elder learners’ interpersonal intimacy competence was at mid-high level.
4.Six background variables including gender, age, marital status, health status, income and habitation were significantly related to interpersonal intimacy competence.
5. Elder learners’ well-being was at mid-high level.
6. Five background variables including age, marital status, health status, income, and habitation were significantly related to well-being.
7. Self-concept was positively related to well-being.
8.Interpersonal intimacy competence experience was positively related to well-being.
9.The well-being of elder learners is able to be predicted by their self-concept and interpersonal intimacy competence.
Based on the above analysis results, some suggestions were proposed to elder learners, elder teachers and related education institutions.
1.For elder learners
（1）Encourage elders participate in learning activities to increase their well-being.
（2）Maintain elders’ well health status to improve their well-being.
（3）Reinforce their self-concept and interpersonal intimacy competence to enhance elder learners’ well-being.
2.For elder teachers and related education institutions
（1）Provide self-concept and interpersonal intimacy competence education programs to encourage the elders’ participation to promote well-being.
（2）Elder education institutions should train their teachers with the ability about self-concept and interpersonal intimacy competence in order to enhance elders’ well-being.
（3）Elder education institutions should offer mental-health counselors to increase elders’ self-concept and interpersonal intimacy competence.
（4）The government education institutions should provide training systems to train more counseling staff for elders.

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