在大專院校學生中不乏有許多完美主義特質的學生，對完美的要求影響了個體的心理健康，更對生活產生了影響。因此本研究旨在探討大專院校學生的正負向完美主義與心理幸福感之間的關係，並進一步探討樂觀信念在正負向完美主義與心理幸福感之調節效果。研究者以問卷調查法蒐集820名大專院校學生樣本，使用「完美主義量表」、「樂觀信念量表」與「中文版心理幸福感量表」為研究工具。以獨立樣本t檢定、單因子變異數分析、皮爾森積差相關、迴歸分析與調節效果等統計方法驗證研究假設，主要研究結果如下：
一、 不同性別大專生在負向完美主義上有顯著差異；不同年級大專生在負向完美主義、樂觀信念上有顯著差異；不同學業成績之大專生在正負向完美主義與心理幸福感上有顯著差異。
二、 正向完美主義與樂觀信念、正向預期、正向類化以及心理幸福感皆有顯著正相關；負向完美主義與樂觀信念、正向預期、正向類化、正向歸因與心理幸福感有顯著負相關。而樂觀信念、正向預期、正向類化與正向歸因與心理幸福感有顯著正相關。
三、 正負向完美主義、樂觀信念、正向預期、正向類化與正向歸因對於心理幸福感具有顯著影響。
四、 負向完美主義對於心理幸福感具有負向解釋力，且樂觀信念、正向預期與正向類化在負向完美主義與心理幸福感皆具有顯著調節效果；而樂觀信念在正向完美主義與心理幸福感之間未有調節效果。

In college, there are many students with qualities of perfectionism which affect their well-being. Therefore, the purpose of this study is to explore the relationship between positive and negative perfectionism, optimistic beliefs and psychological well-being of college students, further more to examine the moderating role of optimistic beliefs between positive/negative perfectionism and psychological well-being. In this study, a total of 820 completed self-reported questionnaires were collected through accidental sampling. “The Perfectionism Scale”, “Optimistic Belief Scale” and “Chinese Version of Psychological Well-being Scale” were used as research measurements. Data was analyzed by Independent-Sample t test, one-way multivariate analysis of variance, Pearson correlation analysis, multiple regression analysis. The moderator effect is examined by Process Procedure.
The major findings of the present study were as follows:
1. Women were higher level of negative perfectionism than men. College students in different year have significant differences level of negative perfectionism and optimistic beliefs. There are significant differences in positive/negative perfectionism and psychological well-being among college students with different academic achievements.
2. There is a significant positive correlation between positive perfectionism and optimistic belief, positive expectation, positive classification and psychological well-being. There is a significant negative correlation between negative perfectionism, optimistic belief, positive expectation, positive classification, positive attribution and psychological well-being. There is a significant positive correlation between optimistic belief, positive expectation, positive classification, positive attribution and psychological well-being.
3. Positive and negative perfectionism, optimistic belief, positive expectation, positive classification and positive attribution significantly predicted the psychological well-being.
4. The negative relationship between negative perfectionism and psychological well-being is significant. The relationship between negative perfectionism and psychological well-being among college students was moderated by optimistic belief, positive expectation and positive classification. While there was no significant moderating effect between positive perfectionism and psychological well-being.

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