本研究目的有二，一是檢驗大學生參與體育課之正向情緒在熱情與運動幸福感之中介效果；二是檢驗大學生參與體育課之正向情緒在熱情與樂趣之中介效果。對象為日間部修習體育課興趣選項之大學生562人，方法採用問卷調查法，工具為大學生參與體育課熱情、正向情緒、樂趣及運動幸福感量表，資料分析採用描述性統計、一般多元迴歸分析等。結果指出：(一)大學生參與體育課之熱情(調和式熱情、強迫式熱情)能有效預測運動幸福感、正向情緒，正向情緒亦能有效預測運動幸福感，且正向情緒能部分中介熱情(調和式熱情、強迫式熱情)與運動幸福感。(二)大學生參與體育課之熱情(調和式熱情、強迫式熱情)能有效預測樂趣、正向情緒，正向情緒亦能有效預測樂趣，且正向情緒能部分中介熱情(調和式熱情、強迫式熱情)與樂趣。結論：大學生參與體育課之正向情緒能部分中介熱情與運動幸福感，正向情緒能部分中介熱情及樂趣。未來在體育課設計上應特別加強，讓學生對體育課內容產生正向情緒，以提升其運動幸福感或樂趣。

The purposes of this study were to confirm the mediating effects of positive effect between passion and well-being in sport, and between passion and fun of the students in universities in Taiwan. The subjects were 562 students who joined optional physical education classes in universities. The questionnaire was used to collect those data. The instrument was the Scale of Passion, Positive Affect, Fun and Well-being in Sport of students joined optional physical education classes. Those data were analyzed by descriptive statistic, and multiple regressions. The results were as in the follows: a) the positive affect and well-being in sport of those students were significantly predicted by Harmonious Passion (HP) and Obsessive Passion (OP), the well-being in sport was significantly predicted by positive affect, and the positive affect had the partial mediating effect between the passions (HP and OP) and well-being in sport. b) the positive affect and fun of these students were significantly predicted by Harmonious Passion (HP) and Obsessive Passion (OP), the fun of them was significantly predicted by positive affect, and the positive affect had the partial mediating effect between the passions (HP and OP) and fun. In conclusion, the positive affect had the partial effects between passions and well-being in sport, and between passions and fun. It advised that the physical educational classes needed to improve and to redesign, and let them have positive affects to enhance the fun and well-being in sport.