切換時間視角的能力引領青少年找到生命定位和自我價值，彩繪幸福的青春歲月。本研究透過分 層叢集抽樣方式，招募 1,058 位來自臺灣各地區之公私立國中及高中職學生參與本研究，首次在 國內探討中等教育階段青少年之時間觀後設認知與心理幸福感之關聯，並檢驗自我認同在兩者之 間的中介效果。研究工具包含自編之「時間觀後設認知量表」、「自我認同量表」與「心理幸福 感量表」。研究資料使用描述性統計、獨立樣本 t 檢定、Pearson 積差相關分析檢驗各變項現況及 相關情形，最後探討青少年自我認同在時間觀後設認知與心理幸福感的中介效果。研究結果顯示： 一、青少年時間觀後設認知分別與自我認同、心理幸福感具有顯著正相關；二、青少年自我認同 在時間觀後設認知與心理幸福感之間存在部分中介效果。文末，依據文獻評述與資料分析結果， 提供中學輔導工作之具體建議，以及未來研究之參考方向。

Adolescence is a period of major physical and psychological change during which well-being plays a key role. Research indicates that junior and senior high school students often struggle to enjoy their educational experiences. These students may face difficulties while adjusting and may experience depression and anxiety. Therefore, governments worldwide are currently implementing targeted policies to improve the well-being of young people. The concept of psychological well-being is rooted in the philosophy of eudaimonia, which focuses on long-term happiness. Multiple studies have indicated that psychological well-being is influenced by interactions between the self and society. Individuals who perceive meaning and hope in their lives tend to experience improved psychological well-being through self-worth and personal goals. Psychological well-being is a crucial psychological resource. Many researchers have recently identified time perspectives as a key protective factor for well-being. Time perspectives refers to an individual’s thoughts and feelings regarding their past, present, and future. It involves awareness and monitoring of time and is a distinctive cognitive characteristic of humans. Altering time perspective can help humans reconstruct their life experiences and adjust their motivation, leading to changes in cognition, emotions, and behaviors, which are strongly linked to psychological well-being. Recently, the concept of temporal metacognition has attracted major attention among researchers. Temporal metacognition involves three key aspects. The first aspect is metacognitive temporal self-control, which is the ability to shift one’s time perspectives. The second aspect is cognitive reconstruction of the past, which refers to reinterpreting past experiences. The third aspect is goal-oriented metatemporal interconnectedness, which refers to the combination of different time perspectives to achieve specific goals. The central idea of temporal metacognition is the flexibility of time awareness, which is identified as a key component for positive adaptation. People with strong temporal metacognition can effectively shift their attention through flexible cognitive states, retrieve episodic memories in the present, and connect their past, present, and future selves to respond to life’s demands. Studies exploring the effects of time perspectives on well-being have predominantly focused on balanced time perspective (BTP), revealing that BTP enhances well-being. People with BTP have greater well-being than do those who are immersed in a specific time perspective (e.g., future or past time perspectives). Temporal metacognition, which builds upon the basic concepts of BTP and further emphasizes humans’ cognitive flexibility and adaptive processes, may have a more pronounced effect on well-being than BTP. The present study is a pioneering effort to study temporal metacognition in Taiwan. We hope that this work will inspire and drive other researchers to devote greater efforts to this field.

青少年、中等教育、時間觀後設認知、自我認同、心理幸福感

adolescents, secondary education, temporal metacognition, self-identity, psychological well-being