本研究旨在探討青少年父母依附、社會支持和自我價值之現況與關聯，並依性別背景變項進行差異分析。最後，探討社會支持之訊息支持、情緒支持，是否在父母依附與自我價值之間具有調節效果。本研究者採用問卷調查法，以111學年度臺北市、新北市高中階段十至十二年級之學習障礙學生，共332位為研究對象。研究工具包含「關係結構問卷—中文版」、「社會支持量表」和「自尊量表」。所得資料進行描述性統計、獨立樣本t檢定、皮爾森積差相關分析和調節效果分析。研究主要發現如下：（1）在性別背景變項上，除總社會支持、情緒支持有顯著性別差異外，其餘之變項均無顯著之性別差異；（2）針對父母依附、社會支持與自我價值，除「雙親依附焦慮」和「訊息支持」之間無相關外，其餘變項間均有顯著相關；（3）針對訊息支持、情緒支持在「雙親依附焦慮與自我價值間」以及「雙親依附逃避與自我價值間」之雙調節考驗，調節效果皆不成立。最後，本研究依據上述研究發現進行討論，並針對特教教師、輔導教師、導師、家長提出若干建議。除供未來研究參考外，也期待上述學障生之重要支持來源，能共同建立起守護學障生心理健康之安全網絡。

The purpose of this study is to examine the current status and association of parental attachment, social support, and self-worth among adolescents, and to analyze the differences according to gender background variables. Specifically, the study examined whether informational support and emotional support in social support have a moderating effect on the relationship between parental attachment and self-worth. The study included 332 high school students with learning disabilities from tenth to twelfth graders in Taipei City and New Taipei City during the 111th school year as study subjects. The research components included the Relationships Structures Questionnaire (Chinese version), Social Support Scale, and the Rosenberg Self-Esteem Scale (SEI). The acquired data were subjected to descriptive statistics, independent sample t-test, Pearson's variance correlation analysis and moderation effect analysis. The main findings of the study were as follows: (1) There were no significant gender differences in the variables of gender background, except for total social support and emotional support, (2) There were significant correlations between parental attachment, social support, and self-worth, but no significant correlation between "parental attachment-related anxiety" and "informational support" exists, and (3) For the double moderation test of informational support and emotional support between "parental attachment anxiety and self-worth," neither informational support nor emotional support had a moderating effect. For the double moderation test of informational support and emotional support between "parental attachment avoidance and self-worth," neither informational support nor emotional support had a moderating effect. Lastly, the study discussed the above findings and made recommendations for special education teachers, counselors, tutors, and parents. In addition to serving as a reference for future research, it is hoped that these important sources of support for students with learning disabilities will work together to build a safety network to protect the students’ mental health.

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