大學生依附風格、自我揭露、真實與網路人際關係之相關研究

本研究旨在探討大學生依附風格、自我揭露、真實與網路人際關係的現況和關係，以及不同背景變項的大學生在依附風格、自我揭露、真實與網路人際關係的差異情形及預測力。本研究採問卷調查法，以人際依附風格量表、正負向自我揭露量表、真實人際互動量表及網路人際互動量表為研究工具，以臺灣地區之公私立一般大學及科技大學一至四年級之學生為研究對象，總計有效樣本719份，有效問卷率為94.9%，並以描述統計、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關、逐步多元迴歸分析統計方式進行資料分析。根據分析結果，本研究得到下列幾個結論：一、大學生依附風格以「排除依附」傾向為多數；自我揭露來自「正向揭露」程度較高；真實人際關係以「互動頻率」為主；網路人際關係以「關係滿意」為主。二、不同性別之大學生在焦慮依附、逃避依附、安全依附、正向揭露、真實與網路人際關係上皆具有顯著差異。三、不同年級之大學生在逃避依附、真實人際關係具有顯著差異。四、不同就讀類科之大學生在焦慮依附、逃避依附、自我揭露、真實人際關係與網路互動頻率具有顯著差異。五、不同每天平均使用在網路人際關係的時間之大學生在逃避依附、自我揭露、真實與網路人際關係具有顯著差異。六、大學生安全依附、自我揭露、真實與網路人際關係有顯著正相關。七、大學生依附風格、自我揭露對真實與網路人際關係有部份預測力。最後，根據研究結果與討論，提出合適建議，以提供大學生、學校師長與教育人員、專業諮商輔導人員及未來研究之參考。

關鍵字

大學生；依附風格；自我揭露；真實與網路人際關係

並列摘要

This research aims to explore the status and relationship of attachment style, self-disclosure, real and internet interpersonal relationships among university students. Additionally, this research addresses the differences in attachment style, self-disclosure, real and internet interpersonal relationships and predictive power of university students with different background variables. This research adopts a questionnaire survey method, using the Interpersonal Attachment Style Scale, Positive and Negative Self-Disclosure Scale, Real Interpersonal Interaction Scale, and Internet Interpersonal Interaction Scale as research tools, using public and private universities in Taiwan and the first to fourth grades of science and technology universities. The students are the research subjects. There are a total of 719 valid samples, and the questionnaire’s validity rate is 94.9%. The data are analyzed according to descriptive statistics, independent sample t test, single factor analysis of variance, Pearson product difference correlation, and stepwise multiple regression analysis. According to the analysis results, this study presents the following conclusions: 1.The attachment style of university students is mostly based on the tendency of "removing attachment"; self-disclosure comes from a higher degree of "positive disclosure"; real interpersonal relationships are dominated by "interaction frequency"; internet interpersonal relationships are dominated by "relationship satisfaction." 2. University students of different genders have significant differences in interpersonal attachment, escape attachment, secure attachment, positive disclosure, real and internet interpersonal relationships. 3. University students of different grades have significant differences in escape attachment, real interpersonal relationships. 4. There are significant differences in interpersonal attachment, escape attachment, self-disclosure, real and internet interpersonal relationships among university students in different subjects. 5. There were significant differences in escape attachment, self-disclosure, real and internet interpersonal relationships among university students who spend different daily average time in internet interpersonal relationships. 6. There is a significant positive correlation between university students' secure attachment, self-disclosure, real and internet interpersonal relationships. 7. University students’ attachment styles and self-disclosure have part predictive power to tne real and internet interpersonal relationships. Finally, based on the research results and discussions, appropriate suggestions are put forward to provide references for schools, parents, practical work, and future research.