本研究旨在探討大學生個體化中介於親職化與身心健康之間的關聯，個體化係以功能獨立、態度獨立、情緒獨立與衝突獨立四個次概念分別呈現，呈多重中介架構。研究者以陳慧珊於2008年進行論文研究收集之原始資料，進行次級資料分析，運用287筆原始資料，探討個體化在親職化對身心健康多重中介之影響，並運用拔靴法（bootstrapping procedure）分析實徵資料，結果顯示：
一、大學生個體化的功能獨立、態度獨立、情緒獨立、衝突獨立等四個次概念能中介親職化與身心健康之間的關聯。
二、個體化的情緒獨立及衝突獨立具有顯著的中介效果，個體化的功能獨立與態度獨立的中介效果則未獲支持。
三、個體化衝突獨立的中介效果大於個體化情緒獨立的中介效果，且個體化衝突獨立與情緒獨立的中介效果方向不同。
本研究最後針對提出之多重中介架構進行討論，並分別對親職教育、諮商輔導，以及未來研究提出建議。

This study examined a multiple mediation model to see if the relation between parentification and mental health was mediated by individuation (functional independence, attitudinal independence, emotional independence, conflictual independence) among college students. It was used secondary data collection, and a bootstrapping procedure was used to analysis the empirical data. Results as follows:
(1)The four sub-concepts of individuation mediated the relationship between parentification and mental health.
(2)Emotional independence and conflictual independence were significant mediators of the effect of parentification on mental health, but the mediated effects of functional independence , attitudinal independence were not supported.
(3)The specific indirect effect through conflictual independence is larger than the specific indirect effect through emotional independence. Additionally, the direction of the indirect effects of emotional independence and conflictual independence were different.
Parent education, Counseling interventions, and areas for future research are discussed.

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