本研究為本土化大學生來生信念量表建構完成後的延續性研究，在性質上仍屬探索性研究。當前國內外相關實證研究文獻中，尚未對來生信念內部因素結構與類型進行探討，本研究的目的在於對我國大學生來生信念的類型進行探究、探討其間的內部關連性，並提出其關連性的解釋模式，以更深入瞭解大學生來生信念類型的問題。本研究以「大學生來生信念量表」為主要研究工具，採取PPS方式進行抽樣，抽取925位大學生為對象，以了解我國大學生所具有的來生信念之組合型態及內部關連性，研究結論如下：(1)就相信程度的層次而言，大學生的來生信念可區分成深信不疑者、不願相信者及猶疑稍信者三種類型；(2)就決定機制的層次而言，大學生的來生信念可區分成稍信因果者、稍信自然法則者及強烈果報者三種類型；(3)就來生境況的層次而言，大學生的來生信念可區分成能量轉換的稍信者、深信輪迴的兼信者及稍信輪迴的存疑者三種類型；(4)來生信念三大層次所區分的類型中，彼此具有二因子的關連性，但任兩個因子間的的交互作用，並不受第三因子影響；(5)綜合來生信念三大層次各類型的一致及矛盾情況，可歸納為一致型、調和型及衝突型三大類型；(6)最後提出對於本研究的後設省思，以作為對後續研究的建議。

The purposes of this study include examining the types of afterlife beliefs that undergraduates hold, understanding the inner-correlation among these types, and presenting the explanatory model of the inner-correlation. This study, a continuation on the research of ”The construction of native Afterlife Beliefs Scale for Undergraduate (ABSU)” used the ABSU to be the main research instrument. A total of 925 college students were sampled by way of probability proportionate to size for the questionnaire survey. It is still a pilot study in nature. There had not been any empirical studies that analyzed the issues on the relationships and types of internal factors of afterlife beliefs in Taiwan. The conclusions of this study were as follows: 1. In the dimension of affirmance, the undergraduate could be divided into ”the believer”, ”the rejecter” and ”the doubter”. 2. There were three belief types among undergraduate about the rules of the afterlife, including ”the slight believer in causality”, ”the rejecter in causality” and ”the firm believer in causality”. 3. The undergraduates could be divided into three types in the dimension of circumstance, including ”the believer in energy transformation”, ”the slight believer in reincarnation” and ”the slight believer in reincarnation”. 4. There were significant two-way correlations among the three dimensions of afterlife beliefs; the interaction of two dimensions would not be influenced by the third dimension. 5. To integrate the consistency and contradiction of three dimensions, the undergraduates could be divided into three types, including ”the type of identity”, ”the type of coordination” and ”the type of conflict”. 6. Finally, there are reflections in this study that suggest further research.