本研究旨在探討焦點解決思維、希望感、創造思考與生活滿意度之關聯性，並檢驗希望感的中介效果，以及不同創造思考之調節效果。研究方法為問卷調查法，以便利取樣蒐集臺北市與新北市之大專院校在學生，共取得400名研究參與者。研究工具包含「焦點解決量表」、「希望感量表」、「新編創造思考測驗」、「中文詞彙遠距聯想測驗」與「生活滿意度量表」，透過紙本與網路方式進行施測。本研究透過驗證性因素分析檢驗研究工具之信、效度，並採用相關分析、階層迴歸分析與拔靴法等方法考驗研究假設。在控制性別、年齡與科系後，所得研究結果如下：（一）大學生的焦點解決思維、希望感與生活滿意度彼此呈現正相關；在創造性思考中，擴散性思考與焦點解決思維、希望感和生活滿意度皆無相關；聚斂性的遠距聯想則僅與生活滿意度呈顯著正相關。（二）大學生的希望感部分中介焦點解決思維與生活滿意度之關係，其中效能思考的中介效果最為顯著。（三）不同的創造思考皆會調節焦點解決思維與生活滿意度之關係。擴散性思考會削弱焦點解決思維與生活滿意度的正向關係；遠距聯想則會增強焦點解決思維與生活滿意度之正向關係。最後，研究者依據研究結果，針對未來研究方向與實務工作提出建議。

The study aimed to explore the relationship among solution-focused thinking, hope, creative thinking, and satisfaction with life. The researcher further investigated the mediator role of hope and the moderator role of creative thinking between the link of solution-focused thinking and satisfaction with life. The method of this study was the survey method, while the data were collected via convenience sampling. Participants of the study were 400 Taiwan college students, mainly from Taipei City and New Taipei City. Instruments of the study comprised the “Solution-Focused Inventory,” “Trait Hope Scale,” “New Creative Thinking Test,” “Chinese Word Remote Association Test,” and “Satisfaction with Life Scale.” Confirmatory factor analyses were used to examine the validity and reliability of the tools. The data were then analyzed by the Pearson correlation, hierarchical regression, and bootstrapping to examine the hypotheses, after controlling the effect of gender, age, and department of the students. Results were as follows: 1. College students’ solution-focused thinking, hope, and satisfaction with life were significantly correlated with each other positively. For creative thinking, divergent thinking correlated with neither of the variables; while for the convergent thinking, remote associations showed a slightly positive correlation only with satisfaction with life. 2. Hope partially mediated the relationship between college students’ solution-focused thinking and satisfaction with life, while agency thinking played a vital role. 3. Both divergent thinking and remote associations moderated the relationship between college students’ solution-focused thinking and satisfaction with life. Divergent thinking weakened the positive relationship between solution-focused thinking and satisfaction with life; while the remote association strengthened the positive relationship between solution-focused thinking and satisfaction with life. Based on these findings, the researcher provided some discussions and suggestions to practitioners and future researchers in this area.

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