This research seeks to understand the relationships between elementary school students’ participative behavior in wind ensembles in Taipei and the students’ well-being, and explores the differences of participative behavior and well-being in different background variables. Questionnaires were used to conduct research on students who are in wind ensembles and are attending regular classes in Taipei’s elementary schools. A designed research questionnaire, “Measuring the relationship between students’ participative behavior in wind ensembles of Taipei’s elementary schools and the students’ well-being”, was used. The questionnaire was comprised of three parts: the first part was basic information. The second part was participative behavior scale. The third part was the students’ well-being scale.

To reach the research objective, from April to June of 2019, 9 schools were chosen as random samples and a total of 554 questionnaires were received. This study adopted descriptive statistics of frequency distribution, percentages, mean and standard deviations as well as chi-square test, independent t-test, one-way ANOVA and Scheffé’s method, Pearson’s product-moment correlation for data processing and analyzing. The conclusions of this study were listed below:

1. The current situation of students’ participative behavior is good, and the students perform the best in attractiveness but perform the opposite in centrality.

2. The current situation of students’ well-being is good, the students perform the best in interpersonal harmony but perform the opposite in self-affirmation.

3. Most background variables for participative behavior do not reach the level of significance, and only in participation time and frequency, the most significant differences are in gender, grade, level of parents’ education and fathers’ occupations. In attractiveness and centrality, genders are significant differences, with female students performing better than male students. In attractiveness, different fathers’ education levels bring about significant differences, with medium level of education performing better than high level of education.

4. Gender, the only different background variable of wind ensemble students’ well-being produces a significant difference; female students perform better than male students. The other variables do not bring about significant differences.

5. The participative behavior and well-being of elementary school wind ensembles members in Taipei were significantly correlated, where self-expression had the highest correlation with overall well-being, and then centrality, while attraction had the lowest.

According to the findings and conclusions, some suggestions are provided for education administrators, school teachers, principals and future studies.

Keywords: club participative behavior, well-being, the wind ensembles in elementary schools, the students in the elementary schools’ wind ensembles.