本研究旨在建構中小學學生正向心理健康之指標與操作型定義，並發展評量題目。透過文獻探討中小學學生正向心理健康概念，並發展指標、操作型定義以及評量題項，以「德菲法(Delphi Method)」邀請11名專家填寫兩回合問卷，完成指標與評量題項之專家效度內容檢驗。接著選取461名國小、國中與高中學生填寫評量題項，並進行項目分析、探索性因素分析及驗證性因素分析，檢驗評量題項之信度與效度。研究結果如下：
一、中小學學生正向心理健康之指標包括正向心理健康情形、正向心理健康效能、正向心理健康行為因子三部分。
二、正向心理健康情形與效能皆包含正向情緒、正向參與、正向關係、正向意義、正向成就等五個構面。正向心理健康行為因子包含規律運動（樂動）、休閒活動（樂活）、均衡飲食（樂食）、優質睡眠（樂眠）等構面。
三、正向心理健康效能五個構面分別包含4個子構面。(1)正向情緒包含自我覺察、情緒調適、欣賞自己、感恩態度；(2)正向參與包含自我管理、目標設定、快樂學習、勇於挑戰；(3)正向關係包含尊重同理、關懷互助、溝通協商、經營關係； (4)正向意義包含熱心服務、生命意義、價值判斷、行善助人；(5)正向成就包含發揮所長、問題解決、成就自己、回饋社會。
四、中小學學生正向心理健康評量題項經統計分析皆獲得良好適配度、收斂效度、區別效度，及內部一致性，計有正向心理健康情形13題、正向心理健康效能46題，及正向心理健康行為因子10題，共69題。
本研究建議可將中小學學生正向心理健康之指標與評量題項作為中小學校推動心理健康促進學生需求評估與計畫成效評價之工具。

This study aims to construct indicators and assessment items of positive mental health for primary and secondary school students. Through a literature review, the conceptual framework, indicators, operational definitions, and assessment items of positive mental health were developed. Employing the Delphi Method, this study invited 11 experts to complete two rounds of questionnaires, assessing the expert validity of indicators and assessment items. Subsequently, 461 primary and secondary school students were selected to complete the assessment items. Item analysis, exploratory factor analysis, and confirmatory factor analysis were conducted to examine the reliability and validity of the items. The results were as follows:
1. The indicators of positive mental health for primary and secondary school students were divided into three parts: positive mental health status, positive mental health efficacy, and positive mental health behavioral factors.
2. Positive mental health status and efficacy both included five dimensions: positive emotions, engagement, relationships, meaning, and accomplishment. Positive mental health behavioral factors included regular physical activity, leisure activities, balanced diet and nutrition, and quality sleep.
3. The five dimension of positive mental health efficacy included four sub-dimensions each. (1) Positive emotions encompassed self-awareness, emotion regulation, self-appreciation, and gratitude. (2) Engagement involved self-management, goal setting, joyful learning, and courage to challenge. (3) Relationships comprised respect and empathy, mutual support and care, communication and negotiation, and relationship cultivation. (4) Meaning incorporated participating in volunteer activities, contemplating the meaning of life, assessing personal values, and performing charitable deeds. (5) Accomplishment encompassed utilizing strengths, problem-solving, achieving personal goals, and contributing to society.
4. The assessment items of positive mental health for primary and secondary school students indicated good model fit, convergent validity, discriminant validity, and internal consistency through statistical analysis. Ultimately, there were 13 items for positive mental health status, 46 items for positive mental health efficacy, and 10 items for positive mental health behavioral factors, totaling 69 items.
This study recommends that the assessment items can serve as tools for assessing students' mental health status and evaluating mental health promotion programs in primary and secondary schools.

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