本研究探討「數算有好事發生」練習對大學生幸福感與感恩特質的影響，並驗證其作為正向心理學介入策略的有效性。研究採用準實驗設計，以臺灣東部某大學修讀教學原理課程的40名學生為對象，參與者分為實驗組（21人）與控制組（19人）。實驗組進行四週書寫練習，每週主動盤點與覺察生活中一件感恩或快樂的事件，控制組則未接受干預。本研究使用幸福感量表與感恩特質量表進行測量，並透過質性分析書寫內容。研究結果顯示，「數算有好事發生」能顯著提升實驗組的生活滿意度與感恩特質，特別是在感謝他人、感念恩典、珍視當下等方面。雖然整體幸福感與正向情緒的量化結果未達顯著，但質性分析顯示，參與者普遍感受到壓力減輕、情緒改善，並對生活中的正向事件有更多覺察。本研究證實「數算有好事發生」是一種簡單有效的心理健康促進策略，建議未來研究可延長介入時間與頻率並結合其他策略，以探討其長期影響。

This study explores the effects of the “Counting Good Things That Happened” exercise on college students’ well-being and dispositional gratitude, and examines its effectiveness as a positive psychology intervention. Adopting a quasi-experimental design. The study recruited 40 university students from a teaching principles course at a university in eastern Taiwan. Participants were assigned to an experimental group (n = 21) and a control group (n = 19). Over four weeks, the experimental group engaged in weekly reflective writing focused on identifying and appreciating one positive or gratitude-related event in their daily lives, while the control group received no intervention. Quantitative data were collected using a well-being scale and a dispositional gratitude scale, and qualitative analysis was conducted on students’ written reflections. Results showed significant improvements in life satisfaction and dispositional gratitude among the experimental group, especially in areas such as expressing appreciation toward others, recognizing blessings, and valuing the present moment. Although overall well-being and positive affect did not show significant, qualitative gains, qualitative findings revealed increased emotional awareness, stress relief, and enhanced recognition of positive life experiences. The findings suggest that “Counting Good Things” is a simple yet effective strategy for promoting psychological well-being. Future research may explore longer interventions and integration with complementary strategies to assess long-term impacts.