發揮個人強項與幸福感關聯密切，過去研究顯示強項有益於幫助大學生抗壓並增進心理健康。然而，在青少年強項與幸福感間，其中介因子之本土研究尚有待完善。研究目的：探討臺灣青少年強項與幸福感之關係，並探討壓力知覺的中介效果。研究方法：採用問卷調查法，樣本涵蓋臺灣北、中、南、東國中一到三年級共569人。研究工具為「新編青少年強項量表」、「壓力知覺量表」及「幸福感量表」，以皮爾森積差相關、階層迴歸、PROCESS中的拔靴法等統計方法進行資料分析。研究結果：1. 強項的三向度（自己、他人及事情）與幸福感間均有顯著中度正相關。強項與壓力知覺有顯著中度負相關；壓力知覺與幸福感有顯著中度負相關。2. 強項的三個向度當中，僅「自己」這個向度會透過壓力知覺部分中介作用，間接影響幸福感。研究結論：建議在教育輔導實務中，可透過強項的培養，尤其是「自己」向度的自我尊重、樂觀、情緒自覺等強項，來緩解青少年對壓力的感受，間接帶來幸福感。

There is a strong connection between character strengths and well-being, research also indicated character strengths improve mental health and stress resistance for college students. However, previous studies suggest that mediators between teenagers’ strengths and well-being can be improved. Research purpose: Investigating the connection between strengths and well-being for Taiwanese teenagers, and to explore the mediating effect of perceived stress. Research method: Survey research was used, a sample of 569 Taiwanese adolescents (in 7th ~9th grade) from different areas was collected. We use the New Inventory of Adolescents’ Strengths (NIAS), well-being scale(TMHC-SF) and the Perceived Stress Scale (PSS) as research tools. After the data were collected, they (correlations, hierarchical regressions, mediations) were inputted and analyzed using the statistical software package SPSS 22. The mediating effect using Hayes (2013) PROCESS bootstrapping to analyze. Results: 1. Significant positive correlation was observed between three dimensions of strengths (Self, Other and Thing) and well-being. It shows significant negative correlation between strengths and perceived stress and significant negative correlation between perceived stress and well-being. 2. Among three dimensions of strengths, “Self” is the only one that will affect well-being indirectly through mediating effect of perceived stress. Conclusion: developing adolescents’ strengths is highly recommended, especially the "Self" strength (including self-respect, optimism and emotion self-awareness) to relieve stress and to eventually bring along well-being.