本研究旨在建構大學生自我分化測量工具以及探討大學生之自我分化（與父分化、與母分化、去三角關係、與同輩分化），和其心理社會發展之間的關係。以台灣北部地區（新竹以北）八十七學年度公私立大學及獨立學院的大一到大四學生為研究對象，共計795名。本研究採用問卷調查法進行資料蒐集，所使用研究的工具包括「與父分化量表」、「與母分化量表」、「去三角關係量表」、「與同輩分化量表」、和「青少年心理社會發展量表」。調查所得資料分別以皮爾遜積差相關分析、典型相關分析等統計方法進行處理。本研究主要結果如下：
一、 大學生與父分化、與母分化、去三角關係、與同輩分化之關係
大學生與父親密、與父個體化、與母親密、與母個體化、去三角關係、與同輩親密、與同輩個體化七者之間的兩兩相關情形絕大多數呈正相關。結果分為：（1）與父、與母的親密、個體化均呈正相關；（2）去三角關係和個體化有正相關，和親密則無關；（3）大學生代間分化和同輩分化有顯著的典型相關存在，呈現的關係組型為：與母個體化、與父個體化、去三角關係越佳者，與同輩個體化也有越好的傾向；與母親密、與父個體化、與父親密越佳者，則與同輩親密也有越好的傾向。
二、 大學生自我分化和其心理社會發展之關係
整體而言，大學生與父分化、與母分化、去三角關係、與同輩分化各向度構成的X 組變項，和心理社會發展各向度構成的Y組變項之間有典型相關存在，其中有三個典型相關係數達到顯著水準，其值分別為 .528、 .276、 .172。
第一個關係組型為：大學生越與同輩親密、與父親密、與母親密，也越與父個體化、與母個體化、與同輩個體化；則信任、自主、自發、勤奮、統合、親密也呈現正相關；特別是對身處晚期青少年階段的大學生來說，與同輩、父、母的親密最為重要。
第二個關係組型為：大學生與同輩個體化、與父個體化、與母個體化、去三角關係越高，與母親密越低；則自主、信任的發展傾向越好，友愛親密的發展卻有越不好的傾向。
第三個關係組型為：大學生的代間親密程度越高、同輩親密越低，則勤奮與統合的發展有越佳的傾向，其中與父親密的重要性最大。
三、 男、女大學生自我分化和心理社會發展之關係
男、女大學生的自我分化各向度所構成的X組變項，和心理社會發展各向度所構成的Y組變項之間均有典型相關存在，都各有二個典型相關係數達顯著水準，係數分別為男生 .598、 .162.；女生 .501、 .324。男、女生的第一個關係組型均與全體組的第一個關係組型類似。
男生的第二個關係組型為：大學男生與母個體化、與同輩個體化、去三角關係越佳，與父親密、與母親密越低；則自主發展的傾向越好，其中以與父親密的負相關最為明顯。女生的第二個關係組型則為：大學女生與同輩個體化、去三角關係越佳，與同輩親密、與母親密越低；則自主的發展越佳，友愛親密的發展卻有越不好的傾向。
四、 高、低年級大學生的自我分化和其心理社會發展之間的關係
高、低年級大學生的自我分化和其心理社會發展之間也均有典型相關存在，高年級的樣本中僅有一個典型相關係數達顯著水準，其值為 .532；低年級的樣本中則有三個典型相關係數達顯著水準，其值為 .542、 .335、 .265。高年級的唯一關係組型和低年級的第一個關係組型也與全體組的第一個典型相關組型類似。
低年級大學生的另外兩個關係組型為：（1）低年級大學生與父個體化、與母個體化、與同輩個體化、去三角關係越佳；則自主、信任、統合、自發的發展傾向越好。（2）低年級大學生與父親密、與母親密越佳，與同輩親密、去三角關係越低；則勤奮、統合發展的傾向越好。
最後，研究者根據本研究結果扣回與理論之間的關係加以討論，並提出研究限制以及具體建議，以作為未來研究之參考，並提出在諮商輔導與高等教育方面的應用。

The purpose of this study was to investigate the relationship between differentiation of self and college students' psychosocial development. The sample consisted of 795 students from twelve universities and colleges in Taipei metropolitan area. Instruments used in this study were "Scale of Differentiation With Father", "Scale of Differentiation With Mother", "Scale of Detriangling", "Scale of Differentiation With Peer" (all above adapted from "Personal Authority in the Family System Questionnaire-Version C(PAFS-QVC)") and"Adolescence Psychosocial Development Scale".Data obtained in this study were analyzed by Pearson-Product correlation and canonical correlation analysis. The main findings were as follows:
1. The Relationship Among Differentiation With Father, Differentiation With Mother, Detriangling and Differentiation With Peer:
(1) The more parental intimacy (father or mother) one had, the more parental individuation (father or mother) he would have had.
(2) The more detriangling one had, the more individuation (father, mother or peer) he would have had. But there is no significant correlation between detriangling and intimacy (father, mother or peer).
(3) The linear combination score of parental intimacy (father), parental individuation (father), parental intimacy (mother), parental individuation (mother), detriangling was significantly correlated with the linear combination score of peer intimacy and peer individuation. Two significant canonical correlation coefficients are .369 and .261.The first structure indicated that individuals who experienced more parental individuation (mother), parental individuation (father) and detriangling showed greater peer individuation. And the second structure indicated that individuals who experienced more parental intimacy (mother), parental individuation (father) and parental intimacy (father) showed greater peer intimacy.
2. The Relationship between Differentiation of Self and Psychosocial Development:
(1) The linear combination score of parental intimacy (father), parental individuation (father), parental intimacy (mother), parental individuation (mother), detriangling, peer intimacy and peer individuation was significantly correlated with the linear combination score of trust, autonomy, initiative, industry, identity and intimacy of psychosocial development. Three significant canonical correlation coefficients are .528、 .276、 .172.
(2) The first canonical structure indicated that individuals who experienced more peer intimacy, parental intimacy (father), parental intimacy (mother), parental individuation (father), parental individuation (mother) and peer individuation, showed greater trust, autonomy, initiative, industry, identity and intimacy.
(3) The second canonical structure indicated that individuals who experienced more peer individuation, parental individuation (father), parental individuation (mother) in conjunction with lesser parental intimacy (mother), showed greater autonomy and trust but lower intimacy.
(4) The third canonical structure indicated that individuals who experienced stronger parental intimacy (father), parental intimacy (mother) and weaker peer intimacy were better in industry and identity.
3. The Relationship between Differentiation of Self and Psychosocial Development of Different Gender:
(1) For both men and women, the linear combination score of seven scores of differentiation of self was significantly correlated with that of six scores of psychosocial development. Two sets of significant canonical correlation coefficients are .598、.162 for men and .501、.324 for women respectively.
(2) The first canonical correlation structures of different gender students are similar to the first structure of total group of subjects.
(3) The second structure revealed that those men who exhibited stronger parental individuation (mother), peer individuation, detriangling in conjunction with lesser parental intimacy (father) and parental intimacy (mother) were better in autonomy development. Regarding women sample, individuals who exhibited stronger peer individuation, detriangling in conjunction with lesser peer intimacy and parental intimacy (mother) were better in autonomy, but worse in intimacy development.
4. The Relationship between Differentiation of Self and Psychosocial Development of Different Grade:
(1) The linear combination score of seven scores of differentiation of self was significantly correlated with the linear combination score of six scores of psychosocial development for both freshman-sophomore and junior-senior. There was only one significant canonical correlation coefficient (.532) for junior-senior subjects but three (.542、.335、.265) for freshman-sophomore subjects.
(2) The first canonical correlation structures of different grade students are similar to the first structure of total group of subjects.
(3) For the second structure of freshman-sophomore, it indicated that individuals who experienced more parental individuation (father), parental individuation (mother), detriangling and peer individuation showed greater autonomy, trust, identity and initiative.
(4) For the third structure of freshman-sophomore, it indicated that individuals who experienced more parental intimacy (father), parental intimacy (mother) in conjunction with lesser peer intimacy were better in industry and identity,
Finally, based on the results, implications of the study for higher education and counseling as well as suggestions for future research are proposed.

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