本研究旨在探討高中職學生的性別、戀愛經驗、異性交往現況、人際親密能力以及性別角色間的關係，主要目的有五項：（一）編纂「青少年異性交往量表」，並建立可供參照的常模，據此可了解不同性別、不同戀愛經驗的高中職學生，其異性交往的差異情形；（二）了解校園中高中職學生異性交往之現況；（三）探討不同背景變項（性別、戀愛經驗）的高中職學生在異性交往現況（包括：異性關係品質、在異性同儕關係中的衝突處理方式、異性交往基本需求以及對異性交往影響之認知）、人際親密能力以及性別角色分化狀況的差異情形；（四）探討高中職學生的衝突處理方式、人際親密能力、個人特質與異性關係品質之間的關係；（五）歸納研究結果，對未來的教育工作者與家長提出具體可行之建議，及後續研究者為青少年的兩性教育之參考方向。
本研究採「問卷調查法」，以1074名分佈於台中縣市各高中職學校的學生為研究參與者，並使用「青少年異性交往量表」、「人際親密能力量表」以及「個人特質量表中文版」等調查工具。所得資料以信度分析、單因子多變量變異數分析、卡方考驗、典型相關等統計方法來進行資料處理。綜合整個研究結果，本研究的主要發現如下：
一、全體學生中有戀愛經驗者多於無戀愛經驗者，而男學生的戀愛經驗多於女學生。
二、以性別而言，男學生在異性關係品質中的「滿意度」高於女學生，而女學生的「獨立感」高於男學生；男學生在異性同儕關係中比女學生更常使用「表明」與「忠誠」的衝突處理方式；在異性交往的基本需求上，女學生的「安全需求」、「尊重需求」高於男學生；而男學生比起女學生更會認為異性交往對於「個人成長」、「同儕關係」以及「課業與學習」有較正面的影響；男學生在人際親密能力中的「衝突處理」能力高於女學生；不管男女學生的性別角色分化狀況，皆是以兩性化者居多，其中男學生的工具性特質高於女學生。
三、以戀愛經驗而言，有戀愛經驗的學生在異性關係品質中的「親密」、「獨立」以及「滿意度」高於無戀愛經驗的學生；有戀愛經驗的學生在異性同儕關係中比無戀愛經驗的學生更常使用「表明」與「忠誠」的衝突處理方式；在異性交往的基本需求上，有戀愛經驗的學生的「生理需求」高於無戀愛經驗的學生；而有戀愛經驗的學生在人際親密能力中的「負向決斷」、「主動」以及「自我坦露」的能力都高於無戀愛經驗的學生；不管有無戀愛經驗，學生的性別角色分化狀況，皆是以兩性化者居多，其中有戀愛經驗的學生的工具性特質高於無戀愛經驗的學生。
四、經典型相關分析得知，衝突處理方式、人際親密能力以及個人特質與異性關係品質之關聯程度分別是：強度、中度以及微弱的關聯。

最後，研究者根據本研究結果進行討論、歸納結論，並提出具體建議，以做為教育工作者、家長及未來研究的參考。

The main purpose of this research is to explore the relationship between vocational high school students’ gender and romantic relationship, heterosexuality situation, interpersonal competence, and gender role. There are five purposes included in the research : (1) edit a scale which is applicable to evaluate the opposite sex relationship among vocational high school students, then go on to construct such a referential model that enable us to understand the differences among high students of all genders and whether they have romantic experience or not. (2) explore the heterosexuality among vocational high school students on the campus nowadays. (3) explore the differences of heterosexuality（including of the quality of heterosexual, conflict management of heterosexual relationship, the basic need of making friends with the opposite sex, and their points of view towards the effect of the heterosexuality）, interpersonal competence, gender roles identity of genders and romantic experience. (4) find out the relationship between quality of opposite sex relationships, conflict management, interpersonal competence, and personal attributes. (5) induce this thesis’s findings for us to propose practicable suggestions used for educators and parents.
The way of questionnaire is adopted in this study. Our research participants include 1074 students studying in Taichung County and Taichung City. Such research tools as “the table of adolescent heterosexuality”, “the scale of interpersonal competence”, and “the Personal Attributes Questionnaire-Chines” were utilized here. The data obtained in the study is processed statistically with tools as “reliability analysis”, “one-way MANOVA”, “t-test”, and “canonical correlation analysis”.
The results of the study are as follows:
1. Among all the students, more students have romantic experience, and male students have more experiences than female ones.
2. In terms of gender, male students have higher “satisfaction” than female ones, female students have higher “separateness” than male ones in the quality of heterosexual relationship; the male students’ conflict management have more “voice” and “loyalty” than female ones in their heterosexual relationship; in the basic need of heterosexuality, female students have higher need of “safety” and “esteem” than male ones; the boys think that heterosexuality has more positive effect on “personal experience”, “peer relationship”, and “academic performance”; as for interpersonal competence of male students’ “conflict management” are higher than female students; concerning the gender role identity of students , more students are “androgyny”, and boys’ instrumental attributes are stronger than girls.
3. In terms of romantic experience, students who have romantic experience have higher “intimacy”, “separateness”, and “satisfaction” than those have no romantic experience in the quality of the heterosexual relationship; about conflict management students who have romantic experience are more “voice” and “loyalty” in their cross-sex friendship than people who had never fallen in love; in the basic need of heterosexuality, students who have romantic experience have higher need of “physiological” than those who has no romantic experience; as far the ability of “negative assertion”, “initiation”, and “self-disclosure” in interpersonal competence, students who have romantic experience are higher than those who had never fallen in love ; regarding the gender role identity of students whether students have romantic experience or not, more students are “androgyny”, and people who have romantic experience, their instrumental attributes are stronger than those who had never fallen in love.
4. According to canonical correlation analysis, the relationship between quality of the heterosexual relationships with conflict management, interpersonal competence, and personal attributes are strong, medium and weak.

In the end, the researcher based upon these findings and discuss them adequately, then go on to generate conclusions, and put forward concrete suggestions which can be used as ready references for educators, parents, and future studies.

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