迎接斜槓世代來臨，企業的競爭力除了有賴於具備高抗壓性的員工外，在營運上也需要有因應時代變動不斷創新的能力，高等教育既作為人才培育的重要基地，如何培育出能展現創新行為的人才以符應市場，以及如何將創新培育作為一項重要的教育政策，是所有發達國家需要關注的關鍵問題。而能夠實踐創新點子的人通常需要承擔較高的風險性，並且具備較高心理資本以適應環境變遷，就算遇到挫折時，也能保有希望及樂觀的心態，積極面對挑戰。然則，除了強健心理素質外，個體也必須願意追求個人成長與自我實現方才能真正促成創新行為的產生。
因此，本研究旨在探討臺灣頂尖大學學生心理資本、自我實現與創新行為三者之間的關係，採用問卷調查法，並以五所頂尖大學的學生為研究對象，共回收465份有效問卷，以敘述性統計、獨立樣本t考驗、單因子變異數分析、Pearson積差相關與結構方程模式分析等統計方法進行資料處理與分析。獲致之主要研究結果如下：
一、臺灣頂尖大學學生心理資本之整體現況屬中高程度，其中以「希望」層面表現程度最高，以「樂觀」層面表現程度最低。
二、臺灣頂尖大學學生自我實現之整體現況屬中高程度，其中以「開放經驗」層面的表現程度最高，以「自主」層面表現程度最低。
三、臺灣頂尖大學學生創新行為之整體現況屬中高程度，其中以「創新構想執行」層面的表現程度最高，以「創新構想推廣」層面表現程度最低。
四、頂尖大學女性學生之心理資本、自我實現與創新行為明顯低於男性學生。
五、頂尖大學第一類組學生之心理資本、自我實現與創新行為明顯低於第二、三類組學生。
六、頂尖大學大一學生之自我實現明顯低於大四學生。
七、頂尖大學學生心理資本、自我實現與創新行為彼此之間呈正向顯著關係，而心理資本會透過自我實現影響其創新行為，自我實現在心理資本與創新行為之關係中扮演部分中介角色。

As the era of the slash-generation approaches, the competitiveness of enterprises not only relies on employees with high resilience. In response to constant changes in the market, the ability of innovation plays a significant factor nowadays. Higher education as an important base for talent cultivation, how to make innovation cultivation an important educational policy, in order to implement innovative behavior to meet market demands is the crucial issue. Individuals who can implement innovative ideas typically need to take higher risks. Having high levels of psychological capital, including adaptability to environmental changes, resilience in the face of setbacks, and an optimistic mindset, can empower individuals to confront challenges with determination. However, in addition to possessing a robust psychological disposition, individuals must also be willing to pursue personal growth and self-realization to truly foster innovative behavior. In addition to having a strong psychological foundation, individuals must also be willing to pursue personal growth and self-actualization in order to truly promote the emergence of innovative behavior.
Therefore, the purpose of this study is to explore the relationship among psychological capital, self-actualization, and innovative behavior among students from top universities in Taiwan. A questionnaire survey method was adopted, and students from five top universities were selected as the research subjects, with a total of 465 valid questionnaires collected. Descriptive statistics, independent sample t-tests, one-way analysis of variance, Pearson correlation analysis, and structural equation modeling analysis were used for data analysis. The main research results are as follows:
1. The overall level of "Psychological Capital" among students from top universities in Taiwan is middle-high level, with the "Hope" dimension showing the highest level of performance and the "Optimism" dimension displaying the lowest.
2. The overall level of "Self-Actualization" among students from top universities in Taiwan is middle-high level, with the "Openness to Experience" dimension showing the highest level of performance and the "Autonomy" dimension displaying the lowest.
3. The overall level of "Innovative Behavior" among students from top universities in Taiwan is middle-high level, with the "Execution of Creative Ideas" dimension showing the highest level of performance and the " Alliance of Creative Ideas" dimension displaying the lowest.
4. Female students in top universities show lower levels of psychological capital, self-realization, and innovative behavior compared to male students.
5. Students major in the Arts, Humanities and Social Sciences concentration (Academic tracks 1) in top universities show lower levels of psychological capital, self-realization, and innovative behavior compared to students major in the Math, Science and Engineering or Medicine (Academic tracks 2 and 3).
6. Freshman students in top universities show lower levels of self-realization compared to senior students.
7. There is a significant relationship between psychological capital, self-actualization, and innovative behavior in top universities. Self-actualization play as a partial mediation in the relationship between psychological capital and innovative behavior.

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