本研究探討國小高年級學童網路成癮傾向、心理資本與幸福感的關聯性，並檢驗心理資本的中介效果。本研究採用問卷調查法，收集 258 份有效問卷，研究工具包括「網路使用習慣量表」、「心理資本量表」與「幸福感量表」。透過相關分析、結構方程模式與 PROCESS macro（Model 4 與 8）分析中介與調節作用。研究結果發現：（1）網路成癮傾向與心理資本及幸福感呈顯著負相關，心理資本與幸福感高度正相關。（2）心理資本在網路成癮傾向對幸福感的影響中具有部分中介作用，其中自我效能的中介作用最為顯著。（3）性別與家庭型態對中介路徑具有調節趨勢，女性與雙親家庭學童的心理資本與幸福感較易受網路成癮傾向影響。本研究提出相關研究討論與限制外，亦依據研究結果建議學校、家庭及輔導單位規劃心理資本促進策略，以提升學童的心理資源，進而降低網路成癮傾向的負面影響。

This study investigated the association among internet addiction tendency, psychological capital, and well-being in upper elementary school students, and examined the mediating effect of psychological capital. A survey method was employed, and 258 valid questionnaires were collected. The research instruments included the Internet Usage Habits Scale, the Psychological Capital Scale, and the Well-Being Scale. Correlation analysis, structural equation modeling, and the PROCESS macro (Models 4 and 8) were used to analyze mediation and moderation effects. The results revealed that: (1) Internet addiction tendency was significantly negatively correlated with both psychological capital and well-being. Psychological capital was highly positively correlated with well-being. (2) Psychological capital partially mediated the relationship between internet addiction tendency and well-being, with self-efficacy showing the most significant mediating effect among its dimensions. (3) Gender and family structure showed moderating trends on the mediation pathways. Specifically, the psychological capital and well-being of female students and those from two-parent families were more susceptible to the influence of internet addiction tendency. In addition to discussing relevant research findings and limitations, this study also proposes, based on its results, that schools, families, and counseling agencies should plan and implement strategies to promote psychological capital. This approach aims to enhance students’ positive psychological resources and, consequently, mitigate the negative impact of internet addiction tendency.