本研究旨在探討原住民青少年的家庭支持、恆毅力、心盛及學業表現之關聯情形，並檢視恆毅力在家庭支持與心盛及學業表現之間的調節角色，並以非原住民青少年作為對照樣本。本研究採立意取樣之方式選取花蓮縣及苗栗縣各一所國中的青少年，有效樣本共計519位（原住民青少年共241位，佔46.4%；非原住民青少年共278位，佔53.6%）。本研究所得之問卷資料以One-way MANOVA、Pearson’s 積差相關及階層多元迴歸進行分析。主要發現如下：

一、 原住民青少年在不同背景變項上之差異情形：
（1） 七年級生的恆毅力高於八年級生，八、九年級生的負向情緒多於七年級生，七年級生自陳之整體學業表現高於八、九年級生。
（2） 不同性別的原住民青少年在家庭支持、恆毅力、心盛及整體學業表現上無顯著差異。
（3） 父母維持婚姻的青少年在社會心理層面的展能優於父母離婚者。
（4） 核心家庭的青少年之恆毅力高於依親教養家庭的青少年；家庭結構因素在青少年的家庭支持、心盛及整體學業表現則無顯著差異。
（5） 不同家庭社經地位之原住民青少年在家庭支持、恆毅力、心盛及整體學業表現皆無顯著差異。
二、 原住民青少年的家庭支持、恆毅力、心盛及整體學業表現之間具有顯著正相關，且家庭支持及恆毅力與負向情緒呈顯著負相關。
三、 原住民青少年的家庭支持及恆毅力可顯著預測心盛；恆毅力可顯著預測整體學業表現，而家庭支持則對整體學業表現不具顯著預測力。
四、 原住民青少年的恆毅力（特別是「鍥而不捨的努力」）在家庭支持與心盛的社會心理層面、家庭支持與正向情緒、家庭支持與負向情緒之間的關係上，皆具有顯著之調節效果，但是在家庭支持與整體學業表現之關係上，則無調節效果。

The purpose of the present study is to explore the associations among family support, grit, flourishing and academic performance of Indigenous Taiwanese adolescents, and to examine the moderating effect of grit in the relationship between family support and flour-ishing as well as academic performance. The study recruited 519 students from two jun-ior-high schools (46.4% of participants are Indigenous from Hualien County and 53.6% of participants are non-Indigenous from Miaoli County). The data were analyzed by One-way MANOVA, Pearson’s correlation, and hierarchical multiple regression analysis. The major findings were as follow:
1. In terms of the differences in background variables for indigenous adolescents:
a. The 7th graders had higher levels of grit than the 8th graders. Both 8th and 9th graders reported more negative affect than the 7th graders. The 7th grad-ers reported high levels of academic performance than the 8th and 9th grad-ers.
b. There were no significant gender differences in family support, grit, flour-ishing and overall academic performance.
c. Adolescents from married families reported higher levels of socio-psychological functioning than those who were from divorced families.
d. Adolescents from nuclear families reported higher levels of grit than those adolescents who were reared by non-parent family members. In terms of family structures, there were no significant differences with regard to fami-ly support, grit, flourishing and academic performance.
e. There were no significant SES differences with regard to family support, grit, flourishing and academic performance.
2. There are positive associations among family support, grit, flourishing and aca-demic performance, and there were significant negative relationships between family support and grit as well as negative affect.
3. Flourishing is significantly predicted by family support and grit, and academic performance is also significantly predicted by grit. However, family support could not significantly predict academic performance.
4. There were significant moderating effects of grit (i.e., perseverant effort) on the relationships between family support and eudaimonic aspect of flourishing, be-tween family support and positive affect, and between family support and nega-tive affect; however, no moderating effect was found on the relationship between family support and academic performance.

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