一、本研究的主要目的在探討下列的關係

1. 不同性別的大學生在生氣特質、生氣表達上是否有差異。

2. 探討我國大學生自尊與生氣特質、生氣表達的關係。

3. 探討我國大學生武斷與生氣特質、生氣表達的關係。

4. 探討我國大學生同理心與生氣特質、生氣表達的關係。

5. 根據研究結果，提出結論與建議，以供教學及輔導工作的參考。

二、本研究以大台北地區的政治大學、臺灣大學、輔仁大學、東吳大學等四所大學，共843 名學生為研究對象。研究工具包括(1)生氣特質量表(2)生氣表達量表(3) 自我概念量表 (4)武斷量表短題本 (5)人際反應指標。研究中主要使用的統計方法為:多變項變異數分析、變異數分析、典型相關、Scheff’e 事後比較法、t考驗。

三、本研究的結果如下

1 .性別與生氣特質、生氣表達的關係，除在控制生氣、生氣經驗上達差異顯著水準外，在其他層面則沒有差異。而男生比女生較能控制生氣，女生比男生經歷較多的生氣表達。

2 .高自尊、勝任感、自我概念者在控制生氣上得分越高，與其他生氣特質、生氣表達層面則得分越低，顯示自我概念越高、對自我評價越高者，越能控制生氣的情緒與表達，自然的也就經歷越少生氣的感覺與表達。

3 .越武斷者在控制生氣上得分越低，在其他生氣特質、生氣表達層面則得分越高。可知信念系統越封塞、心胸愈閉塞，即愈武斷者，愈不能控制生氣，故所經歷的生氣感覺和表達，也就愈多。

4. 觀點取替越高者，越能控制生氣表達，因此較少經歷生氣經驗。高身心憂急者，因內心輕度焦慮，故較不能控制生氣，因此也經歷較多生氣經驗。

5. 就性別、自尊、武斷、同理心等自變項與所有依變項的典型相關而言，其結果顯示:自尊、勝任感越高，越能在觀點上取替他人者，和心胸越開放、身心憂急越低者，生氣特質的程度越低，越能控制生氣的表達，自然也就經歷較少的生氣經驗和表達。

四、在教育、輔導上的建議:

1. 學校應提高學生的自我概念，使學生了解自己、接納自己，且尊重自己，如些可使學生較能控制自己生氣的表達方式，也就較少經歷生氣的情緒。

2. 學校和輔導單位應對心胸閉塞和缺乏觀點取替的人，舉辦同理心訓練。

3. 在培養學生具有取替他人觀點與角色之能力的同時，應避免其具有身心憂急的傾向，因為此種特質只能在一旁乾著急，且容易表達生氣，應予以避免。

五、對未來研究的建議:

本研究建議可就中國人在生氣內抑、生氣外洩、控制生氣等三種表達方式外，是否還有其他表達方式，可予以深入探討。

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