不同性別大學生的依附關係、個體化與適應之關係

Attachment, Individuation and College Students' Adjustment

本研究旨在探討依附關係、個體化與大學適應之間的關係，以台北地區八所公私立大學及獨立學院學生男211名，女233名共444名為研究對象。本研究使用「父母與同儕依附量表」、「個體化量表」與「大學適應量表」進行資料收集，所調查所得資料分別以t檢定、典型相關分析、多元逐步迴歸分析等統計方法進行處理。本研究主要發現如下：1.不同性別學生在同儕依附、功能獨立、情緒獨立、衝突獨立、目標承諾均有顯著差異。2.依附關係愈好的大學生，衡突獨立、人我分化愈高，然功能獨立、態度獨立、情緒獨立愈低。3.依附關係與個體化均可分別有效預測大學適應。4.父母依附高、同儕依附高、且人我分化高的大學生適應較好。

The purpose of this study was to investigate the relationships among attachment, individuation and college adjustment. The sample consisted of 444 students from eight universities and colleges in Taipei. Instruments used in this study were ”Inventory of Parent and Peer Attachment”, ”Individuation Inventory” and ”College Adjustment Inventory”. Data was analyzed by T-test and canonical correlation analysis. The main findings were follows: (1) Men showed more functional independence, emotional independence, conflictual independence and lesser peer attachment and goal commitment than did women. (2) Individuals who experienced more parental attachment showed greater conflictual independence, self-other differentiation, functional dependence, attitudinal dependence and emotional dependence. (3) Those men who exhibited stronger parent attachment, peer attachment in conjunction with greater self-other differentiation were better in academic adjustment, emotional adjustment and social adjustment, however, were worse in goal commitment. Moreover, men who only exhibited stronger peer attachment were more likely to b worse in academic adjustment. Females who exhibited stronger parent attachment peers attachment in conjunction with greater self-other differentiation were better in emotional adjustment and social adjustment. Moreover, females who exhibited stronger peer attachment in conjunction with lesser conflictual independence tend to be worse in emotional adjustment.