雙向度完美主義對臺大學生心理健康之影響：探討自我慈憫與社會支持的中介角色

Abstract

近年大學生心理健康問題持續上升，而完美主義被認為是其中的重要影響因素。本研究旨在了解大學生完美主義特質中的不同向度對心理健康的影響，並從心理因素及社會因素的角度切入，關注自我慈憫與社會支持在其中扮演的中介效果。本研究以國立臺灣大學的大學生為研究對象，有效樣本共3636筆資料，先進行各變項量表之描述統計分析及信效度檢驗，確認量表心理計量適切性，而後以結構方程模型探討變項之間的關係，並進行中介效果檢驗。研究結果顯示，完美追求與大學生心理健康有關，完美擔憂則相反，有害大學生心理健康；在中介效果部分，完美追求與自我慈憫無關，但能增進社會支持，進而降低情緒困擾，完美擔憂則會同時削弱自我慈憫與社會支持，導致情緒困擾增加。綜整上述結果，本研究建構了雙向度完美主義之心理適應模型，呈現完美追求及完美擔憂、個人因應困難的態度、對社交環境的認知，及情緒困擾之間的關係；此模型有助研究者與實務工作者了解完美主義對大學生心理健康的影響，並可為大學生心理輔導提供不同的切入角度，作為大專院校介入的參考。

In recent years, undergraduate students’ mental health problems have increased, and perfectionism is considered an important contributing factor. This study aimed to examine how different dimensions of perfectionism affect undergraduate students' mental health, focusing on the mediating roles of self-compassion and social support. Participants were 3636 undergraduate students from National Taiwan University. Descriptive statistics, reliability and validity analyses were first conducted to confirm the psychometric properties of the measures. Subsequently, structural equation modeling was used to examine the relationships among variables and to test for mediating effects. Results indicated that perfectionistic strivings were associated with better mental health, whereas perfectionistic concerns were linked to poorer mental health. Regarding the mediating effects, perfectionistic strivings were unrelated to self-compassion but enhanced social support, which in turn reduced emotional distress. In contrast, perfectionistic concerns weakened both self-compassion and social support, leading to increased emotional distress. In summary, the present study proposed a psychological adaptation model of bidimensional perfectionism, illustrating how perfectionistic dimensions, personal coping attitudes, social perceptions related to emotional distress. This model provides a framework for researchers and practitioners to better understand the impact of perfectionism on undergraduate students' mental health, and offers potential directions for psychological interventions in higher education settings.