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.

目錄
第一章	緒論
第一節	研究背景與動機…………………….……………………………01
第二節	研究目的與問題……………….…………………………………04
第二章	文獻探討
第三節	自我慈悲之相關理論……………………………………………05
第四節	自我慈悲與身心健康的相關研究. ……..……………….………08
第五節	身心健康與幸福感相關理論與研究…………………….………11
第三章	研究方法
第一節	研究架構……………………………………………….…………20
第二節	研究假設…………………………………….……………………21
第三節	研究對象………………………………………….………………22
第四節	研究工具…………………………………………….……………24
第五節	資料處理…………………………………………….……………26
第四章	研究結果
第一節	台灣大學生在自我慈悲、關聯式自我構念與幸福感的現況.........27
第二節	不同背景變項與自我慈悲、關聯式自我構念與幸福感的差異性……………………………………………….………………..30
第三節	自我慈悲、關聯式自我構念與幸福感彼此之間的相關性………42
第四節	關聯式自我構念、自我慈悲對於幸福感之預測效果….….…..…43
第五節	關聯式自我構念對於自我慈悲與幸福感之間的調節效果.....….45
第五章	結論與建議
第一節	研究結論. …………………………………………...……………46
第二節	研究限制與建議.. ……………………………………..…………50
文獻探討………………………………………………………….……………………53
附錄
附錄一	問卷………………………………………………….………………………67
圖表目錄
圖 3-1-1  研究架構圖…………………………………………………………………20 
表 3-2-1  樣本特性分析表. …………………………………………...……..……… 23 
表 4-1-1  自我慈悲量表平均分數. …………………………………...……..………27
表 4-1-2  關聯式自我構念量表平均分數. …………………………...…….……… 28.
表 4-1-3  幸福感量表平均分數. ……………………………………….……………29
表 4-2-1  不同性別在關聯式自我構念、自我慈悲與幸福感之差異比較…………30
表4-2-2   不同學院學生在關聯式自我構念、自我慈悲與幸福感之描述性統計量………………………………………………….……………………… 31
表4-2-3  不同學院學生在關聯式自我構念、自我慈悲與幸福感之變異數分析摘要表………………………………………………….………………………31
表4-2-4  是否有宗教信仰在關聯式自我構念、自我慈悲與幸福感之差異比較………………………………………………….………………………33
表4-2-5  不同宗教信仰學生在關聯式自我構念、自我慈悲與幸福感之描述性統計量………………………………………………….………………………34
表4-2-6  不同宗教信仰學生在關聯式自我構念、自我慈悲與幸福感之變異數分析摘要表…………………………………………….……………………… 35
表4-2-7  不同感情狀態學生在關聯式自我構念、自我慈悲與幸福感之描述性統計量………………………………………………….………………………36
表4-2-8  不同感情狀態學生在關聯式自我構念、自我慈悲與幸福感之變異數分析摘要表……………………………………………..….………………………37
表4-2-9   不同管教方式學生在關聯式自我構念、自我慈悲與幸福感之描述性統計量………………………………………………….………………………38
表4-2-10  不同管教方式學生在關聯式自我構念、自我慈悲與幸福感之變異數分析摘要表……………………………...……………….………………………39
表4-2-11  不同家庭社經地位學生在關聯式自我構念、自我慈悲與幸福感之描述性統計量………………………………………………………………………40
表4-2-12  不同家庭社經地位學生在關聯式自我構念、自我慈悲與幸福感之變異數分析摘要表….……………………………………………………...………41
表4-3-1  關聯式自我構念、知覺壓力、自我慈悲、幸福感之相關矩陣表…………42
表4-3-2  自我慈悲各項度與幸福感之積差相關表….………………………………42
表4-4-1  關聯式自我構念、自我慈悲對幸福感之迴歸分析摘要表…..……………44
表4-4-2  自我慈悲各項度對幸福感之逐步迴歸分析整理摘要表….……………….44
表4-5-1  關聯式自我構念對自我慈悲與幸福感之調節效果.………………………45

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