本研究旨在探討大學生依附連續性與憂鬱傾向、問題解決能力的關係。研究對象為台北縣市大專院校學生共761名，研究方法為問卷調查法，以「早年親子互動經驗量表」、「生活適應量表—(一)、(二)」、「目前人際互動經驗量表」進行資料蒐集，調查所得的資料分別以多元逐步迴歸分析、單因子變異數分析、卡方檢定等統計方法進行處理。茲將本研究的主要發現分述如下：
一、大學生早年依附與成人依附的關係：
(一)大學生的早年依附經驗能夠預測成人依附傾向。
(二)大學生的成人依附型態傾向於持續早年依附型態。
二、大學生早年依附經驗與成人依附傾向對憂鬱傾向的預測情形：
(一) 大學生的憂鬱傾向與父親關懷、母親關懷呈負向關聯，且受同性雙親影響較大；雙親保護則與大學生的憂鬱傾向較無關聯。
(二)大學生的憂鬱傾向與成人安全依附傾向呈負向關聯，與成人偏執依附傾向呈正向關聯，而與成人疏離依附傾向無顯著關聯。
(三)大學生的成人依附傾向比早年依附經驗更能預測憂鬱傾向。
(四)女大學生的憂鬱傾向受依附因素的影響情形可能比男大學生明顯。三、大學生早年依附經驗與成人依附傾向對問題解決能力的預測情形：
(一)大學生問題解決能力與早年母親關懷呈正向關聯，而與早年與父依附經驗較無關聯；且雙親保護與大學生的問題解決能力較無關聯。
(二)大學生問題解決能力與成人安全依附傾向、疏離依附傾向呈正向關聯，而與成人偏執依附傾向、成人恐懼依附傾向較無關聯。
(三)大學生的成人依附傾向比早年依附經驗更能預測其問題解決能力，且女大學生的問題解決能力可能比男大學生更容易受依附因素的影響。
四、不同依附連續型態大學生的憂鬱傾向有顯著差異：
(一)持續安全依附大學生的心理適應狀況得較好，皆顯著優於持續不安全依附者。
(二)習得安全依附大學生克服了部分負向早年依附經驗，減低了憂鬱風險，但負向早年依附經驗造成的風險仍有殘餘。
五、不同依附連續型態大學生的問題解決能力有顯著差異：
(一)持續安全依附大學生的問題解決能力較優。
(二)習得安全依附大學生的問題解決能力情形並不明朗。
最後，研究者依據本研究結果提出具體建議，以應用在親職教育與大學生輔導工作上，並做為未來研究之參考。

The purpose of this study was to investigate the relationships among college students’ attachment continuity, depression tendency, and problem solving ability. The sample of this study consisted of 761 college students from Taipei, all of them given the following surveys to collect the data for this research: Early Attachment Experience Scale, Life Adaptation Questionnaire- (I) and (II), Current Interpersonal attachment Questionnaire. Data obtained in this study were analyzed by multiple-step regression, one-way analysis of variance, and Chi-squire test. The main findings were as follows:
1. The relationship between early attachment and adult attachment for college students:
i) Early attachment experience significantly predicted adult attachment tendency for college students.
ii) Adult attachment style tended to consist with early attachment style for college students.
2. The prediction of early attachment experience and adult attachment tendency to depression tendency for college students：
i) The relationship between depression tendency and early parental care was negative for college students, and college students’ depression tendency was affected more by parents of the same gender. The relationship between depression tendency and early parental protection was not significant.
ii) The relationship between depression tendency and adult secure attachment tendency was negative for college students. The relationship between depression tendency and adult preoccupied attachment tendency was positive for college students. The relationship between depression tendency and adult dismissing attachment tendency was positive for college students.
iii) Adult attachment tendency predicted depression tendency more than early attachment experience for college students.
iv) Attachment affected female college students’ depression tendency more than male.
3. The prediction of early attachment experience and adult attachment tendency to problem solving ability for college students：
i) The relationship between problem solving ability and early maternal care was positive for college students. The relationship between problem solving ability and early attachment experience with father was not significant for college students. The relationship between problem solving ability and parental protection was not significant for college students.
ii) The relationship between problem solving ability and adult secure and dismissing attachment tendencies was positive for college students. The relationship between problem solving ability and adult preoccupied and fearful attachment tendencies was not significant for college students.
iii) Adult attachment tendency predicted problem solving ability more than early attachment experience for college students, and attachment affected female college students’ problem solving ability more than male.
4. The difference in depression tendency of different continuous attachment style college students was significant.
i) Continuously -secure college students’ psychological adaptation was better, and was significantly better than continuously- insecure ones.
ii) Earned- secure college students overcame part of negative early attachment experience and decreased the risk of depression, but the risk remained.
5. The difference in problem solving ability of different continuous attachment style college students was significant.
i) Continuously -secure college students’ problem solving ability was better.
ii) The situation of earned- secure college students’ problem solving ability was not clear.
Based on the findings of this research, implications and suggestions were proposed for parents, counselors of college students, and future researchers.

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