本文旨在於瞭解大學生的生活壓力、身心健康現況，以及探討大學生的生活壓力與身心健康的關係，並且比較不同背景變項大學生於生活壓力的感受度及身心健康情況的差異性。以「生活壓力量表」、「身心健康量表」為研究工具，並以中部大學生為問卷施測對象，共得有效樣本1,639名，經以因素分析、典型相關分析、獨立樣本t檢定等統計方法分析後，主要結果如下：
一、大學生的生活壓力經因素分析後，共獲得「自我壓力」、「未來發展壓力」「感情壓力」、「人際壓力」、「學校壓力」、「家庭壓力」等6個因素，影響程度以「未來發展壓力」最大。
二、大學生的身心健康經因素分析後，共獲得「憂鬱和情緒低潮」、「社會功能障礙」、「焦慮和不眠症」、「生理症狀」等4個因素，以「社會功能障礙」的平均數最高，不過並沒有出現令人擔憂的警訊。
三、大學生的生活壓力與身心健康間存在有二組典型相關，且顯示生活壓力愈大身心愈不健康。
四、女性大學生對整體生活壓力的感受程度較男性為高，而在整體身心健康方面女性也比男性差。
五、大三、大四的未來發展壓力高於大一、大二學生，但憂鬱和情緒低潮症狀較大一、大二學生低。
六、獨生子女的未來發展壓力顯著地較非獨生子女低，但在感情壓力、家庭壓力方面卻較高。

The aim of this study was to explore the current situation of life stress and mental health of college students. In this paper, the relationship between life stress and mental health was analyzed and the discrepancies of various backgrounds in life stress and mental health were compared. 1,639 college students were randomly collected as our research sample from Taichung district and the Life Stress Scale and General Health Scale were used as research instruments. According to the results of factor analysis, canonical analysis and independent t-test method, the main findings were as follows:
1. College students’ life stress could be divided into six factors, “self stress”, “ future development stress”, “emotional stress”, “interpersonal stress”, “academic stress” and “family stress”, and the greatest stress for college students was ” future development stress”.
2. College students’ mental health could be divided into four factors, “depression and affective disorder”, “social dysfunction”, “anxiety and insomnia” and “somatic symptoms”. The factor “social dysfunction” had the highest score compared with others, but it was not serious.
3. There exist two significant canonical correlations between students’ life stress and mental health. The higher the life stress was, the worse the mental health was.
4. Female students had heavier life stress and worse mental health comparing with male students.
5. The juniors and seniors had higher “future development stress” and lower “depression and affective disorder” than the other students.
6. Although the single-children had lower “future development stress”, “emotional stress” and “family stress” were higher than non-single-children.