本研究的主要目的在探討性別、認知型式（場地獨立／場地依賴）、內外控取向及學業成就等對學生人際關係的影響。在對人際關係的探討時，係就工作清境與休閒情境兩個不同的層面，分別加以研討，企圖找出影響學生人際關係可能的因素，以供教師研究和輔導學生人際關係的參考。

本研究以台北縣立永和、中和二所國中二年級男女學生524人為受試看，分別以「藏圖測驗」「諾—史二氏內外控量表」及「社會關係測量問卷」為測量工具。自變項中認知型式係以受試者在「藏圖測驗」得分的中位歡為準，分為場地獨立與場地依頓者；內外控取向係以受試者在「諾—史二氏內外控量表」得分的中位數為準，分為內控取向者與外控取向者。至於學業成就，則以國二上學期學業成績的中位數為準，分為高學業成就與低學業成就者。依變項人際關係則分就工作情境與休閒情境兩個層面來探討。

本研究統計方法主要為2×2×2三因子變異數分析，如自變項交互作用顯著，則進一步用杜凱氏法進行多重比較，結果發現：

1.性別、認知型式及內外控取向等對人際關係均無顯著的影響。

2.學業成就高者在工作情境中比較容易受到同學的重視，但是在休閒情境中則未必如此；學業成就低者，則無論在工作情境或休閒情境中，都比較容易為同學所排斥。

3.場地獨立的男生比場地依賴的男生不受歡迎；但是場地依賴的女生則比場地獨立的女生不受歡迎。

本研究曾順便探討性別等變項與學業成就的關聯，其結果如下：

1.性別對學業成就並無顯著影響。

2.場地獨立者的學業成就顯著的高於場地依賴者。

3.內控取向者的學業成就顯著的高於外控取向者。

4.無論男生或女生，場地獨立者的學業成就皆顯著高於場地依賴者；女生場地依賴者的學業成就顯著高於男生場地依賴者。場地獨立者則男女之間沒有差異存在。

針對上述約研究結果，筆者分別加以解釋和討論，並對未來的研究提出建議。

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