本研究旨在探討正向心理介入方案對大學生正向心理的影響，以及正向心理介入方案、正向因應策略與主觀幸福感的關係。受試者為國立政治大學的大學生，有效樣本為130人。本研究採問卷調查法，施以情緒溫度計量表、主觀幸福感量表、臺灣憂鬱情緒量表、臺灣正向比量表、臺灣巔峰幸福感量表、靈性幸福感量表、正向因應策略量表及心理資本量表，並蒐集前測與後測資料。資料分析方法包含：成對樣本t檢定、獨立樣本t檢定、單因子變異數分析、內容分析法及結構方程式模型。本研究主要發現如下： 一、在前、後測方面 （一）大學生在「主觀幸福感」、「主觀幸福感」分量表之「社會幸福感」及「情緒幸福感」、「情緒刻度」、「快樂時間」、「持平時間」、「正向因應策略」、「巔峰幸福感」、「巔峰幸福感」分量表之「正向機能」及「正向情緒」、「靈性幸福感」、「靈性幸福感」分量表之「團體靈性幸福感」、「環境靈性幸福感」及「超然靈性幸福感」、「正向比」、「心理資本」、「心理資本」分量表之「復原力」、「希望」及「樂觀」上有顯著差異。 二、在背景變項方面 （一）不同性別大學生在「正向心理介入方案」上有顯著差異。 （二）不同性別大學生在「負向情緒」上有顯著差異。 （三）不同年級大學生在各背景變項上皆無顯著差異。 三、在結構模式方面 （一）正向心理介入方案對正向因應策略有直接正向效果。 （二）正向心理介入方案對主觀幸福感有直接正向效果。 （三）正向因應策略對主觀幸福感有直接正向效果。 　　最後，研究者根據研究結果與討論，針對高等教育及未來研究提出若干建議。 / The main purpose of this study was to explore the positive psychology intervention effects on college students, and also the relationships among positive psychology interventions, positive coping strategies and subjective well-being. The participants included 130 college students sampled from National Chengchi University. The pretest and posttest data were both collected by questionnaires, including the Emotional Thermometer Scale, the Subjective Well-Being Scale, the Taiwan Depression Scale, the Taiwan Positivity Scale, the Taiwan Flourishing Scale, the Spirituality Well-Being Scale, the Positive Coping Scale, and the Psychological Capital Scale. Moreover, the data analysis was based on paired-samples t-test, independent-sample t-test, one-way ANOVA, content analysis method, and SEM. The main results were summarized as follows: About the pretest and posttest: 1.Students were significantly different in the scores of subjective well-being, social well-being, emotional well-being, emotional degree, happy time, balanced time, positive coping strategy, flourishing well-being, positive function, positive emotion, spirituality well-being, group-spirituality well-being, environment-spirituality well-being, super spirituality well-being, positivity, psychological capital, resilience, hope, and optimism. About the background variables: 1. Students with different gender were significantly different in the scores of positive psychology interventions. 2. Students with different gender were significantly different in the scores of negative emotion. 3. Students with different grade were not significantly different in the scores of background variables. About the structural model: 1. Positive psychology interventions had positive influence on positive coping strategy directly. 2. Positive psychology interventions had positive influence on subjective well-being. 3. Positive coping had positive influence on subjective well-being. Based on the results and discussion of this study, directions of higher education and future research were suggested.