本研究主要目的在探討國中學生自我設限與親子依附情況之關係，採用問卷調查法，抽取北、中、南三個地區十所國中27個班級共821人為研究樣本，所使用研究工具包含「自我設限量表」和「親子依附關係量表」。調查所得資料以描述統計、相依樣本單因子變異數分析、多變量變異數分析以及逐步迴歸等統計方法處理。研究結果發現：（一）國中學生的自我設限有差異存在。其中最常出現取得性內在自我設限，其次分別為宣稱性內在自我設限和宣稱性外在自我設限，最少使用取得性外在自我設限；（二）國中學生的親子依附關係有差異存在，且母親依附關係高於父親依附關係；（三）不同性別的國中學生之自我設限以及親子依附關係並無顯著差異存在；（四）不同年級的國中學生之自我設限及親子依附關係有顯著差異存在；（五）不同親子依附品質的國中學生之自我設限上有差異存在；（六）國中學生之「父親依附關係」中的「溝通」與「疏離」因素，「母親依附關係」中的「疏離」因素以及「年級」等四個變項，可以有效預測整體性自我設限。最後，研究者依據本研究結果加以討論，並提出具體建議以供國中教學、輔導及未來研究之參考。

The purpose of this study was to explore the relationship of self-handicapping and parents attachment relationship among junior high school students. The study was collected through survey and the participants were 821 students randomly selected from 10 junior high schools and 27 classes located in north, middle and south Taiwan. The instruments used in this study were Invention of Parents Attachment and Self-Handicapping Scale. The obtained data was further analyzed using descriptive statistics, repeated measure one way ANOVA, Multivariate Analysis of Variance (MANOVA), and stepwise regression analysis.
The results of this study were summarized as follow: (1) there were significant differences in junior high school students of different type of self-handicapping: internal-acquired self-handicap, internal-claimed self-handicap, external-claimed self-handicap, and external-acquired self-handicap, (2) there were significant differences in junior high school students of different type of parents attachment relationship: mother attachment relationship and father attachment relationship, (3) there were no significant difference between female and male group of junior hign school students under self-handicapping and parents attachment relationship, (4) there were significant differences among junior high school students from three different grades under self-handicapping and parents attachment relationship, (5) there were significant differences in junior high school students of different quality of parents attachment in self-handicapping, (6) variables of the grade, the communication and alienation of father attachment and the alienation of mother attachment can significantly predict self-handicapping of junior high school students.
Based on the findings in this research, suggestions for junior high school teaching, educational guidance and further studies are proposed.

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