研究目的:(1)探索大学生心理健康的理论结构，在大学生群体中进行结构的检验；(2)编制适用于大学生心理健康的问卷，进行相关统计学指标的检验，为高校提供适用的心理健康测评工具；（3）考查大学生的总体心理健康状况，并探索其可能的影响因素。 研究方法：研究对象为北京市5914名1-4年级本科大学生和12位高校心理咨询师。研究结合精英标准和众数标准，即结合“积极心理健康”因素和“心理问题”因素进行问卷编制。采用探索性因素分析进行项目筛选，验证性因素分析进行结构验证。对问卷的内部一致性信度、分半信度和重测信度进行检验，对结构效度和效标效度等进行检验。通过方差分析进行大学生心理健康现状的描述。所有的数据采用SPSS软件包和Amos进行分析。 研究结果：编制的心理健康问卷包括两个部分10个维度，“积极心理健康”包括独立自主、自我接纳、自我成长、亲密关系、生活目标和环境掌控6个维度；“心理问题”包括生涯困惑、网络依赖、学习问题和人际困难4个维度。信度分析结果Cronbach α系数、分半信度和重测信度分别为0.930、0.838和0.643；探索性因素分析10个因子可解释总变异量的48.801%；验证性因素分析χ2=14729.68，df=2099，χ2/df=7.02，RMSEA=0.042，PNFI=0.91，NFI=0.96，IFI=0.97，CFI=0.97。各项统计结果均符合统计学的要求。 研究结论：1心理健康的理论结构可在大学生群体中得到较好的验证；2编制的大学生心理健康问卷具有较高的同质信度和重测信度，符合了心理测量学的要求；3编制的大学生心理健康问卷具有较好的内容效度、结构效度和效标效度，该问卷可以作为进一步研究的有效工具；4大学生中常见的心理问题主要包括学习问题、生涯困惑、网络依赖和人际困难四个方面。

Objective: to explore the structure of mental health and examine the structure in college students;(2)to develop a College Student Mental Health Inventory(CSMHI) and examine the reliability and validity of the scale; (3) to find out the status of college students’ mental health and it’s possible influencing factors. Methods: the samples consisted of 5914 college students from grades one to four, and 12 counsellors who work in college counseling centers. The study combined both “psychological well-being” and “psychological ill-being” to construct the structure of mental health and develop the college student mental health inventory based on that structure. Exploratory and confirmatory factor analyses were used to develop and evaluate the structure of the scale. The reliability analysis included Cronbach’sα,split-half reliability, and test-retest reliability. The validity analysis included content, construct, and criterion-related validity. SPSS and Amos were used as statistical tools. Results: the scale included 10 factors, including autonomy, self-acceptance, personal growth, positive relations with others, purpose in life, and environmental mastery, all of which were associated with “psychological well-being”, while career confusion, internet dependence, academic problem and difficult interpersonal relations were associated with “psychological ill-being”. Reliability analysis showed that the cronbach’sα,split-half reliability, and test-retest correlation coefficients were 0.930、0.838 and 0.643 respectively. Exploratory principle component analysis of the items identified that the scale had 10 factors, explaining 48.801% of the total variance. The results of confirmatory factor analysis were χ2=14729.68，df=2099，χ2/df=7.02，RMSEA=0.042，PNFI=0.91，NFI=0.96，IFI=0.97，CFI=0.97. All of the results were qualified and acceptable.Conclusions: (1)Factor analysis shows that the structure of the CSMHI is pretty reasonable in college students; (2)the CSMHI achieves good to excellent levels of internal consistency and test-retest reliability；(3) the CSMHI also has acceptable content, construct and criterion-related validity.(4) career confusion, internet dependence, academic problems and difficult interpersonal relations, are four kinds of “psychological ill-being” that are most common in college students.