本研究旨在探討國中及高中職階段的青少年時間觀後設認知與心理幸福感之關聯，並檢驗自我認同在兩者之間的中介效果。研究調查方式採用便利取樣，研究參與者為1058位臺灣公私立國中、高中職學生，其中國中459人、高中599人；女性570人、男性488人。研究工具包含自編之「時間觀後設認知量表」、「自我認同量表」與「心理幸福感量表」。研究資料使用描述性統計、獨立樣本t檢定、皮爾森積差相關分析與迴歸分析檢驗各變項現況、相關及預測情形，最後進行中介分析，檢驗自我認同的中介效果。主要研究結果為：一、在性別方面，男性的時間觀後設認知與心理幸福感得分顯著高於女性，在自我認同得分上則無差異。二、在學習階段方面，國中生的時間觀後設認知、自我認同與心理幸福感得分，皆顯著高於高中生。三、時間觀後設認知可以正向預測心理幸福感。四、自我認同可以正向預測心理幸福感。五、時間觀後設認知可以正向預測自我認同。六、自我認同在時間觀後設認知與心理幸福感之間存在部分中介效果。本研究依據研究結果，討論對於青少年輔導工作建議，並提供未來研究參考方向。

This research is aimed to find the relationship between temporal metacognition and psychological well-being among adolescents, and to test the mediating effects of self identity. A stratified convenience sample of 1058 students were recruited from junior high schools, senior high schools and vocational schools in Taiwan, including 459 junior high students and 599 senior high students, 570 female and 488 male. All participants completed revised Temporal Metacognition Scale (TMCS), Self Identity Scale (SIS), and Psychological Well-Being Scale (PWBS). The data were quantitatively analyzed through descriptive statistics, independent samples t test, Pearson correlation analysis, regression analysis, and mediation analysis. Results of this research show:1. With respect to different gender, the degree of temporal metacognition and psychological well-bing in male were higher than female, and there wasn’t significant difference in the degree of identity. 2. With respect to different grade, the degree of temporal metacognition, self identity and psychological well-bing in junior high students were all higher than senior high students. 3. Temporal metacognition was positively predicting psychological well-bing. 4. Self identity was positively predicting psychological well-bing. 5. Temporal metacognition was positively predicting self identity. 6. Self identity was partial mediating temporal metacognition and psychological well-bing. According to these findings, this study provides further suggestions for educators and offer directions to future researchs.

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