本研究旨在探討國中生及其父母之正念、一致型溝通姿態與親子關係滿意度對自己與對方的影響，並檢驗國中生及其父母之一致型溝通姿態對自己及對方正念與親子關係滿意度的中介效果。本研究對象為宜蘭縣國中生及其父母，共計207份對偶資料。研究工具包含「正念量表」、「一致型溝通姿態量表」及「親子關係滿意度量表」。本研究採用主客體相互依賴模型（Actor-Partner Interdependence Model, APIM）進行對偶資料分析，並以結構方程模式（Structural Equation Modeling, SEM）檢驗主客體效果與中介效果。本研究結果如下，首先，國中生及爸爸的正念對自己的一致型溝通姿態有主體效果，媽媽的正念對自己的一致型溝通姿態沒有主體效果，三者的正念對彼此的一致型溝通姿態都沒有客體效果；其次， 國中生、爸爸及媽媽正念對自己的親子關滿意度都有主體效果，此外，媽媽的親子關係滿意度客體效果存在，也就是說，媽媽的親子關係滿意度除了受自己正念的影響外，也受國中生正念的影響，且兩者的影響程度相當；再者，國中生、爸爸及媽媽的一致型溝通姿態對自己以及彼此親子關係滿意度的主 客體效果均存在，其中，媽媽的親子關係滿意度主客體效果相當，而國中生及爸爸的親子關係滿意度主體效果大於客體效果；最後，國中生、爸爸及媽媽的正念透過一致型溝通姿態影響自己及對方的親子關係滿意度部分中介路徑成立，其中國中生正念透過一致型溝通姿態影響自己以及父母親子關係滿意度之中介效果成立。本研究依據研究結果進行討論，並提出具體建議，以作為未來研究與實務應用之參考。

The purpose of this study is to investigate the effects of mindfulness, congruent communication stances, and parent-child relationship satisfaction on themselves and each other, and to examine the mediating effects of congruent communication stances on the mindfulness and parent-child relationship satisfaction of themselves and each other. The subjects of this study were Yilan County junior high school students and their parents, and a total of 207 pairs of data were collected. The research instruments included the mindfulness scale, the congruent communication stances scale, and the parent-child relationship satisfaction scale. The study used the Actor-Partner Interdependence Model (APIM) for a dyadic data analysis, and the Structural Equation Modeling (SEM) to examine the actor-partner effects and mediating effects. The results of this study are presented as follows. First, the junior high school students and the fathers’ mindfulness have actor effects on their own congruent communication stances. However, mother’s mindfulness has no actor effect on her own congruent communication stances. The mindfulness of all three have no partner effect on each other’s congruent communication stances. Second, the junior high school students, fathers and mothers’ mindfulness have actor effects on their own parent-child relationship satisfaction. There is a partner effect on the mother’s parent-child relationship satisfaction, that is, the mother’s parent-child relationship satisfaction is not only influenced by her own mindfulness, but also influenced by the mindfulness of the junior high school student, and the degree of their influence is equal. Moreover, the actor-partner effects of the congruent communication stances of the junior high school students, fathers and mothers on their own and each other’s parent-child relationship satisfaction were all present. Among them, the actor-partner effects of parent-child relationship satisfaction were equal for mothers, while the actor effect of parent-child relationship satisfaction was greater than the partner effect for junior high school students and fathers. Finally, the mediated path of the mindfulness of the junior high school students, fathers and mothers influencing their own and each other’s parent-child relationship satisfaction through congruent communication stances was found to be partial valid, among which the mediating effect of the mindfulness of the junior high school students influencing their own and parents’ parent-child relationship satisfaction through congruent communication stances was found to be valid. This study discusses the results of the study and proposes specific recommendations for future research and practical application.

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