The Relationship Among Self-Identity, Emotion Regulation, and Interpersonal Competence of University Students

[[abstract]] 本研究旨探討大學生在自我認同、情緒調節、人際能力以及背景變項之間的相關性與現況。本研究對象設定為居住於中部地區（台中市、南投縣、彰化縣）之公私立大學部學生，研究工具為研究者自編之自我認同量表、情緒調節量表、人際能力量表及基本資料問卷，共回收有效問卷552份。研究資料以描述性統計、t檢定、單因子變異數分析、皮爾森積差相關、逐步多元迴歸進行統計分析。本研究主要發現如下： 一、大學生在自我認同、情緒調節與人際能力上表現不佳。 二、不同性別之大學生在整體自我認同、情緒調節、人際能力上無顯著差異。 三、不同年級之大學生在整體自我認同、情緒調節、人際能力上無顯著差異。 四、大學生之自我認同與人際能力表現呈現正相關，其中以新經驗嘗試和性別身分認同與人際能力之間的相關最高。 五、大學生之情緒調節與人際能力表現呈現正相關，其中以情緒效能和情緒反省與人際能力之間的相關最高。 六、不同自我認同程度的大學生在人際能力中的表現有顯著差異，高自我認同組之人際能力顯著高於中自我認同組和低自我認同組。 七、不同情緒調節程度的大學生在人際能力中的表現有顯著差異，高情緒調節組之人際能力顯著高於中情緒調節組和低情緒調節組。 八、大學生在自我認同和情緒調節上的表現，對人際能力之具有顯著的預測力，其中在自我認同部分以「新經驗嘗試」最具預測力，而在情緒調節部分以「情緒效能」之預測力最具預測力。 綜合上述研究結論，分別針對學校教育、家庭教育提出相關具體建議，並提供後續研究者未來研究可行的方向。[[abstract]]The present study as to understand the relationships among self-identity, emotion regulation, and interpersonal competence. The research is based pm a collection of questionnaires distributed to a sample of 552 university students from universities in central section of Taiwan. All the collected data are anylysed respectively by descriptive statistics, Independent t-test, one-way ANOVA, Pearson produce-moment Correlation, and Multiple Regression to analyse data. The major findings of this study were as follows: 1.The levels of self-identity, emotion regulation, and interpersonal competence of university students are lower than the average. 2.The levels of self-identity, emotion regulation, and interpersonal competence of university students had no significant differences between different sexes. 3.The levels of self-identity, emotion regulation, and interpersonal competence of university students had no significant differences between different grades. 4.There is a positive correlation between self-identity and interpersonal competence for university students. 5.There is a positive correlation between emotion regulation and interpersonal competence for university students. 6.There’s a significant difference in interpersonal competence between university students with different levels of self-identity. Students with higher level of self-identity also perform better in interpersonal competence. 7.There’s a significant difference in interpersonal competence between university students with different levels of self-identity. Students with higher level of emotion regulation also perform better in interpersonal competence. 8.Self-indentity and emotion regulation of university students can significantly predict the performance in interpersonal competence. Among the variables, openness to new experience and emotion efficacy are the most predictable ones. Based on the above findings, constructive suggestions are provided for the school educators and parents. Further research is also suggested.[[note]]碩