本研究的目的，旨在檢定Fredrickson所提「正向比值」的假設是否存在？本研究隨機抽取臺灣地區1251名中小學教師作為樣本，並以皮爾森積差相關、t檢定與結構方程式模型等作為本研究的分析方法。研究顯示：（1）Fredrickson所提出的「正向比值」假設，被本研究證實是存在的。（2）具有正向比值大於等於3以上的人們，確實比正向比值小於3以下的人們，具有顯著較高的主觀幸福感、正向因應策略與顛峰幸福感，同時也擁有顯著較低的憂鬱情緒。（3）正向比值大於等於3以上的教師，也比正向比值小於3以下的教師，具有較低的放學後超時工作時數，且感受到來自學生、家長與同儕間的工作壓力也顯著的比較低。最後，本研究亦提出研究涵義與未來在實務應用上的建議。

In the current study, our purpose was to testify if the hypothesis of Fredrickson’s proposal of “positivity-ratio” was really matter with people’s happiness and well-being. A positivity-ratio greater than and equal to 3 was proposed as the major factor and the main key to happiness and well-being. For most people who perceived themselves as happy and wellbeing persons must possess the positivity-ratio greater than and equal to 3. A total random sample of 1251 teachers was recruited. The whole data were analyzed by Pearson correlations, t-test, and the SEM. Results showed that 1) the hypothesis of Fredrickson’s proposal of “positivity-ratio” was confirmed by the current study. 2) The persons with positivityratio greater than and equal to 3 were proved as having higher scores on the Subjective Well-Being Scale, Proactive Coping Scale, Flourishing Well-Being Scale, and lower scores on the Taiwan Depression Scale than those of other persons with positivity-ratio less than 3. 3) Besides, the persons with positivity-ratio greater than and equal to 3 were also had less working hours after school and perceived lower work-stress from students, parents, and colleges affairs, as compared to those of persons with positivity-ratio less than 3. Finally, implications and suggestions for practice and further studies were also proposed.