本研究旨在探討自我慈悲、關聯式自我構念與幸福感之間的關聯性。本研究採取問卷調查法，以台灣大學生為研究樣本，共收集有效樣本556份。問卷以描述性統計、單因子變異數分析、Pearson 積差相關與多元迴歸等方法來進行統計分析。 其研究結果： 1.自我慈悲比關聯式自我構念更能預測幸福感，自我慈悲各項度中以正念為最佳的正向預測指標、孤立感為最佳負向預測指標。 2.研究中的台灣大學生幸福感分數偏低（M=2.40，SD=0.46），其中以身體健康為最低分（M=1.83，SD=0.67）。 在未來實務上的建議： 1.一級預防上，針對學生，利用團體輔導或工作坊的形式進行自我慈悲的推廣，讓學生除能理解自我慈悲的概念之外，也能夠加以應用至生活與學業上。同時也透過成長工作坊等繼續教育的課程中，對教師與訓輔人員推廣「自我慈悲」的概念與應用，期待教師與訓輔人員能夠將自我慈悲的概念融入教學與學生輔導上，提昇校園幸福感。 2.在心理衛生推廣上，推廣提昇身體健康之策略與方法，也能提昇其幸福感。 3.在二級與三級的輔導工作上，協助學生使用多元的觀點與角度來看事情來提昇正念，同時增加其普遍人性感以降低孤立感，來達到幸福感的提昇。 The study aimed to explore the correlations among self-compassion, relational interdependent self-construal and well-being. Participants were 556 college undergraduates who completed a survey containing measures of self-compassion, relational interdependent self-construal and well-being. The results of this study indicated: 1.Self-compassion is a better predictor than relational interdependent self-construal of well-being, among self-compassion subscale mindfulness is the best positive predictor and isolation is the best negative predictor of well-being. 2.Taiwanese college students reported generally low scores on well-being（M=2.40, SD=0.46）, especially in physical health（M=1.83, SD=0.67）. Suggestions for mental health training and education: 1.Providing self-compassion training and education can be a good way to apply prevention level one for students and teachers, who can both incorporate this into their lines and which can offer them guidance. 2.Applied strategies and methods for psychal health can be a solution for the low scores on well-being on the survey. 3.Increased mindfulness and decreased isolation may be a useful method to help students increasd their well-being.
