本研究主要目的有三：（一）探討青少年在「與重要他人的情感關係」、「自我尊重」與「學習表現」三者之間的關係；（二）建構一個青少年自我尊重模式，並且以實徵資料來驗證本研究所提出的「青少年自我尊重模式」與實徵觀察所得資料的適配情形；（三）深入瞭解自尊程度不同的青少年在「與重要他人情感關係」（包括母親、父親、導師、同儕）以及「自我尊重」（包括家庭自尊、學業自尊、身體意象自尊、社會人際自尊、利他自尊、整體自尊）等方面分別有何不同。
為達成上述研究目的，研究者首先以台北市781位國中二年級的學生為樣本，測量他們在「與重要他人情感關係量表」、「自我尊重量表」以及「學業成就動機量表」上的得分，並且取得受試者的段考成績，資料回收之後，再以典型相關分析和LISREL等統計方法進行考驗。此外，研究者亦另外選取出四位在自尊量表上得分低的學生與四位在自尊量表上得分高的學生進行訪談，並對訪談逐字稿進行內容分析。本研究的主要發現如下：
（一）青少年「與重要他人的情感關係」、「自我尊重」及「學習表現」的關係
青少年「與重要他人的情感關係」與「自我尊重」之間有典型相關存在。在這兩組變項中，主要是以「與同儕」、「與母親」、「與父親」及「與導師」的情感關係透過典型因素，與「家庭自尊」、「社會人際自尊」、「整體自尊」、「學業自尊」、「身體意象」及「利他自尊」有較高的相關。
青少年的「自我尊重」與「學習表現」之間有典型相關存在。在這兩組變項中，主要是以「學業自尊」、「整體自尊」、「家庭自尊」、「利他自尊」、「社會人際自尊」透過典型因素，與「學業成就動機」與「學業成就」有較密切的關係。
（二）青少年自我尊重模式的適配度考驗
考驗結果發現「青少年自我尊重模式」與實際觀察所得的資料之χ2值雖然達到顯著水準，但是其他的整體適配評鑑指標及模式的內在結構適配度指標都顯示了本研究所建構出來的青少年自我尊重模式仍然可以用來解釋實徵觀察資料。研究結果驗證青少年「與父母」和「與導師、同儕」的情感關係對「自我尊重」皆有直接效果產生；青少年的自我尊重對其學習表現也有直接效果存在。
（三）訪談內容分析
在「與重要他人的情感關係」方面，在自尊量表上得分低的受訪者與父母、導師、同儕的關係是比較疏離的，他們感到自己是不被了解、不被喜愛、不被重視、不被信任的；在自尊量表上得分高的受訪者則與父母、導師、同儕有較良好的關係，他們感受到自己是被愛的、被接納的、被信任的、被了解的、受尊重與受歡迎的。
在「自我尊重」方面，在自尊量表上得分低的受訪者顯得比較自卑、不滿意自己、不喜歡自己、自我批評和容易產生自我放棄的念頭；在自尊量表上得分高的受訪者則普遍對自己感到滿意，他們是喜歡自己的、自我接納的和有自信的。訪談結果發現自尊程度不同（高／低）的受訪者在感受、思考方式和行為表現等方面似乎都是有所差異的。

The purposes of this study were：(1) to explore the relation among adolescents’ perception of their relationships with significant others, self-esteem, and learning performance；(2) to verify the goodness of fit between empirically observed data and the Self-esteem Model proposed by the researcher；(3) to compare the differences of self-esteem and the relationships with significant others between high and low self-esteem adolescents separately.
The participants of this study were 781 second-grade junior high school students in Taipei City. Instruments used in this study were Adolescents’ Self-esteem Scale, Adolescents’ Perceived Relationships with Significant Others Inventory, and Academic Achievement Motivation Scale. The researcher used canonical correlation analysis and LISREL to analyze the data obtained. Furthermore, the researcher interviewed four students who got low grades in Adolescents’ Self-esteem Scale and four students who got high grades in that scale, and then analyzed the contents obtained from the transcripts of the interviews.
The main findings were as follows:
(1) The relation among adolescents’perception of their relationships with significant others, self-esteem, and learning performance:
There was canonical correlations between adolescents’ perceived relationships with significant others and their self-esteem；there was also canonical correlations between adolescents’ self-esteem and their learning performance.
(2) The goodness of fit of the Self-esteem Model:
Although the value of chi-square was significant (p＜.05), the other overall model fit indices and the fit indices of internal structure of model indicated that Self-esteem Model (the theoretical model) fitted the observed data. There were significant direct effects of adolescents’ perceived relationships with their parents on their self-esteem, adolescents’ relationships with their teachers and classmates on their self-esteem, and self-esteem on learning performance.
(3) The analysis of the transcripts of the interviews:
High self-esteem adolescents had better relationship with their mother, father, teacher, and classmates and healthier self-image than low self-esteem adolescents did. On the one hand, high self-esteem adolescents felt they were be loved, accepted, trusted, understood, and respected by significant others. But, on the contrary, low self-esteem adolescents didn’t think so. On the other hand, low self-esteem adolescents were not satisfied with themselves and they were self-criticized and self-rejected whereas high self-esteem adolescents were self-accepted and self-satisfied.
At the end of this thesis, results were discussed and suggestions for parents, educators and future researches were offered.

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