本研究以幸福理論PERMA 模式探討高齡者進修碩士學位過程中所經 驗的幸福內涵。以個別深度訪談55 歲以上之碩士研究生13 位，其平均年齡 為64 歲。採個案研究「多重個案嵌入」設計，以「分析歸納法」進行資料 分析。研究結果，正向情緒（P）：高齡者對新身分感到「珍惜」與「信心」； 逐漸享受知的「喜悅」以及克服困難的「滿足」。全然投入（E）：高齡者與 學術文本「同在」產生共鳴，「體驗」到時間的有限和流逝感；沉浸於問、 思、答的教學「流動」，並與同儕「共創」集體智慧。正向關係（R）：高齡 者在團體「歸屬」中經驗接納，感染年輕的朝氣「活力」；也成為家庭中夢 想實踐的「楷模」，感受子女反哺之「回饋」。意義（M）：高齡者進修著重 體現「自我效能」，逐步分享與利他；在增廣視野中孕育生涯的「整裝待發」。 成就（A）：不斷超越自我而提升「電腦資訊」能力，在腦力活化中翻轉成 為「學習的主體」。學習歷程中的幸福狀態分為三個階段：學習初之喜悅與 信心期、學習中之投入與突破期，以及學習進階之興盛與建構期。

The aim of this study was to understand the experience of elderly people by the PERMA model. Thirteen participants were graduate students from a university in northern Taiwan and each were invited to an in-depth interview once. Their average age was 64 years old. This study adopted a ‟Multiple-case embedded design” of case study and analytic induction. For each component of the PERMA model, the results are as follows: ‟Positive emotion (P)”: The elderly people cherished and were confident. They gradually enjoyed learning and overcame difficulties. ‟Engagement (E)”: The elderly people re-experienced the sense of time, resonated with academic work, immersed in the flow of asking, thinking and responding, and had creative conversations with peers. ‟Positive relationships (R)”: The elderly people felt they belonged from peers, became a model and got positive feedbacks in their family. ‟Meaning (M)”: The elderly people improved their self-efficacy, tried to help others, and began to re-start their new career. ‟Achievement (A)”: They made progress in using computers and became an active learner. There were three stages in the well-being state of the learning process: the early stage was joyful and confidence, the middle of stage was engagement and breakthrough, and the last stage was flourish and construction. Finally, limitations and suggestions were discussed.