本研究之目的主在探討慈青參與程度對青少年生命意義、樂觀態度與利社會行為(例如：助人行為與環保行為)之影響。共有248位慈濟大專青年參與本研究，由於研究結果顯示樂觀態度與生命意義之間有共線性問題，經分析後決定刪除樂觀態度，並對測量模型及整體模型進行修飾，最後確立模式為「慈青參與程度對生命意義及利社會行為之影響」。
研究結果顯示，慈青的參與程度對生命意義，及助人、環保之利社會行為皆有直接且正向的影響，且慈青的參與程度亦會透過生命意義對助人、環保之利社會行為有正向的影響。此外，本研究所建構之「慈青參與程度對生命意義及利社會行為之影響」模式與慈濟大專青年的觀察資料有相當的契合度，由此可知，本研究所建構之模型可適度解釋慈青參與程度對其生命意義與利社會行為之影響。最後，本研究根據研究結果進行討論，並對學校教育之服務學習以及後續研究提出相關建議。

The purposes of this study were to explore the effects of Tzu chi collegiate youth participatory depth in Tzu chi collegiate youth association on life meaning, optimistic, and pro-social behavior (i.e., helping behavior and pro-environmental behavior). There were 248 college students of Tzu chi collegiate youth association participated in this study. The study results revealed the collinearity problem between optimism and life meaning and thus remove the optimism from the model. The final SEM full model were to investigate the effects of Tzu chi collegiate youth participatory depth on life meaning and pro-social behavior (i.e., helping behavior and pro-environmental behavior).
The results of this study showed that Tzu chi collegiate youth participatory depth has positive effects on life meaning, helping behavior and the pro-environment behavior. The results also showed that Tzu chi collegiate youth participatory depth has positive effects on helping behavior and the pro-environment behavior through its effect on life meaning. In addition, the results of the goodness-of-fit indexes indicated that the hypothesized model of the effects of Tzu chi collegiate youth participatory depth on life meaning and pro-social behavior adequately described the sample data. Finally, according to the results of this study, implications and suggestions for service-learning in school education and future research were provided.

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