本研究旨在探討大學生親職化、自我疼惜與寬恕父母之間的關係。研究對象為309位大學生，採線上問卷蒐集資料，使用親職化量表、自我疼惜量表、寬恕父母量表及親子關係量表，並以SPSS 26.0 進行描述統計、t檢定、單因子多變量變異數分析、皮爾森積差相關，及PROCESS macro進行假設驗證。結果顯示：（1）大學生的親職化程度屬中高水準，最常承擔的角色為「父母的父母」與「非特定家庭責任」，情緒面向則以「羞愧與罪疚感」得分最高，且長子女與中間子女的親職化程度顯著高於獨生子女；（2）親職化對寬恕父母具有顯著負向影響，而寬恕父母對親子關係具有顯著正向影響，並完全中介親職化與親子關係間之關係；（3）自我疼惜可有效緩衝親職化對寬恕父母的負向影響，並在調節式中介模型中，減弱親職化經由降低寬恕父母而不利於親子關係的間接效果。整體而言，本研究凸顯自我疼惜作為正向心理資源的重要性，並建議高等教育輔導與諮商實務工作者，需兼顧文化價值與個體需求，協助親職化經驗的大學生在家庭承擔與自我成長之間找到平衡，促進從創傷承擔到關係修復的轉化歷程。

This study aimed to examine the relationships among parentification, self-compassion, and forgiveness of parents among university students. Participants were 309 undergraduate students from various institutions in Taiwan, recruited through an online survey. Measures included the Parentification Scale, Self-Compassion Scale, Forgiveness of Parents Scale, and Parent–Child Relationship Scale. Data were analyzed using SPSS 26.0 for descriptive statistics, t-tests, one-way multivariate analysis of variance, Pearson’s correlation, and PROCESS macro for hypothesis testing. Results indicated that: (1) the overall level of parentification among participants was moderately high, with the most frequently assumed roles being “parent of the parents” and “nonspecific family responsibilities,” and the highest emotional score observed in “shame and guilt.” First-born and middle-born students reported significantly higher parentification levels than only children; (2) parentification was negatively associated with forgiveness of parents, whereas forgiveness of parents was positively associated with the parent–child relationship and fully mediated the link between parentification and the parent–child relationship; (3) self-compassion effectively buffered the negative effect of parentification on forgiveness of parents and, in the moderated mediation model, attenuated the adverse indirect effect of parentification on the parent–child relationship through reduced forgiveness of parents. Overall, this study underscores the role of self-compassion as a vital positive psychological resource and suggests that higher education counseling and guidance services should integrate cultural values with individual needs to help parentified students find balance between family responsibilities and personal growth, fostering a transformative process from trauma bearing to relationship repair.