這個研究是利用類似輔導情境的實驗方法，從特質與處理交互作用的觀點，探討輔導員的聲望與受輔者的人格特質對受輔意願的影響。實驗的自變項有三：聲望（分學歷聲望、經歷聲望、控制組等三種）、權威性人格（分權威，非權威二種）內外控取向（分內控、外控二種）。依變項是受輔意願，包括求助意願、坦露意願、了解感受、真誠感受、可信感受、助益感受與關切感受七個項目。
研究的假設有七：
1.輔導員聲望的不同不會顯著的造成受輔意願的差異。
2.權威性的受輔者和非權威性的受輔者在受輔意願上無顯著的差異。
3.內控的受輔者和外控的受輔者在受輔意願上無顯著的差異。
4.輔導員的聲望與受輔者的權威性人格對受輔意願沒有顯著的交互影響作用。
5.輔導員的聲望與受輔者的內外控取向對受輔意願沒有顯著的交互影響作用。
6.受輔者的權威性人格與內外控取向對受輔意願沒有顯著的交互影響作用。
7.輔導員的聲望與受輔者的權威性人格，內外控取向對受輔意願沒有顯著的交互影響作用。
實驗的方法採用3×2×2多因設計。108名男性受試者和120名女性受試者係自18班高二學生當中選取。取樣時，以修訂F量表分數的上下各33%劃分權威、非權威，以洛特內一外量表分數的上、下各33%劃分外控、內控。實驗處理的進行是讓受試者聽一段輔導晤談錄音。學歷聲望組，輔導員被形容是個學歷高，頭銜好的輔導者；經歷聲望組，輔導員被描述為經驗覺，表現好的輔導者；控制組，則無任何有關輔導員聲望的描述。
研究的結果依假設的次序，分述如下：
1.男生部分，在具誠感受，可信感受、助益感受與關切感受上，學歷組高於經歷組；而在真誠感受與助益感受上，控制組也高於經歷組；其餘各項，聲望的主要影響均未達顯著水準。女生部分，聲望對受輔意願的影響均未達顯著水準。
2.男生部分，在關切感受上，權威組高於非權威組；其餘各項，權威性人格的主要影響均未達顯著水準。女生部分，在真誠感受上，權威組高於非權威組；其餘各項，權威性人格的主要影響均未達顯著水準。女生部分，在真誠感受與可信感受上，權威組高於非權威組；其餘各項，權威性人格的主要影響，刖未達顯著水準。
3.男生部分，內外控取向對受輔意願的主要影響，未達顯著水準。女生部分，在助益感受上，內控組高於外控組；其餘各項，內外控取向的主要影響則未達顯著水準。
4.不論男生部分或女生部分，聲望與權威性人格對受輔意願的交互作用效果，均未達顯著水準。
5.不論男生部分或女生部分，聲望與內外控取向對受輔意願的交互作用效果，均未達顯著水準。
6.男生部分，在求助意願與坦露意願上，外控權威組高於外控非權威組，內控非權威組也高於外控非權威組；其餘各項，權威性人格與內外控取向的交互作用效果，則未達顯著水準。女生部分，權威性人格與內外控取向對受輔意願的交互作用效果，均未達顯著水準。
7.男生部分，在可信感受上，學歷外控權威組高於經歷內控權威組和經歷內控非權威組；其餘各項，聲望與權威性人格、內外控取向的交互作用效果，則未達顯著水準。女生部分，聲望與權威性人格、內外控取向對受輔意願的交互作用效果，則均未達顯著水準。
針對上述的研究結果，研究者分別加以解釋和討論，並對未來的研究，提出建議。

一、中文部分
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吳靜吉 性別差異和內外控取向對語文流暢性之影響 國立政治大學學學報，卅一期，民六四，131-141•(2)
林金悔 教師體罰態度與人格特質的關係 國立台灣師範大學教育研究所碩士論文，民六五。
林清山 心理與教育統計 東華書局，民六三。
洪有義 大學生之內外制握與其適應的關係教育心理學報，第八期，民六四，81-93。
洪有義 社會文化環境與內外制握的關係 中華心理學刊，十六期，民六三，187-198。徐玉琴 人格特質與腦力激盪術對創造思考的影響 國立政治大學教育研究所碩士論文，民六四。
張春興、楊國樞 心理學 三民書局，民五八，543。
許惠珠 初次晤談對受輔者的心理影響 國立台灣大學心理研究所碩士論文，民六四。勞賈志宏 心理學的新發展 思與言，十二卷，四期，民六三，31-33。
楊國樞、瞿梅源 中國〞人〞的現代化：有關個人現代化的研究 中研院民族學研究所集刊，卅七期，民六三，18。
楊國樞 權威型態度 雲五社會科學大辭書，第九冊，心理學，民五九，197。
顧浩定 台灣之職業聲望結構 社會學刊，七期，民六○，13。
李亦園、楊國樞 中國人的性格中研究院民族學研究所 民六二，47-55。
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