本研究旨在探討大學生依附風格及其穩定性狀態、自我效能與生活困擾之關係。主要目的在了解大學生之依附類型及依附穩定性狀態、一般性自我效能和生活困擾的現況，並探討大學生對於所經歷的重要生活事件感受與其依附類型及依附穩定性狀態之間的關係，以及大學生之不同背景變項、依附風格、依附穩定性狀態、一般性自我效能與生活困擾之間的關係。

本研究以台北縣某一技職院校753名大學生為研究對象，採問卷調查法進行資料蒐集。以「人際依附風格量表」、「一般性自我效能量表」與「柯氏憂鬱量表」，以及另為蒐集受試休學想法設計的勾選題，和針對重大生活事件感受設計的開放性問答所得資料進行卡方檢定、雙因子變異數分析和逐步迴歸等統計分析。茲將本研究的主要發現分述如下：

一、大學生依附類型以不安全型所佔比例最高，安全型最少。

二、依附類型維持穩定不變的學生比例高於發生變動的依附類型不穩定學生，比例大約為60％與40％。

三、日間部學生在安全依附類型的比例上顯著大於進修部學生，進修部學生則是在模糊依附類型的比例上顯著大於日間部學生。

四、大學生對於所經歷之重大生活事件的感受與其依附類型有關聯，與其依附穩定性狀態則是部分有關聯。

五、不同性別大學生之一般性自我效能會因其依附穩定性狀態的不同而有顯著 差異。

六、不同依附穩定性狀態之男女大學生在憂鬱傾向、自殺傾向、精神病傾向和有休學想法等生活困擾皆無顯著差異。

七、安全依附傾向與焦慮依附傾向能有效預測大學生的一般性自我效能。

八、焦慮依附傾向和一般性自我效能能有效預測大學生的憂鬱傾向。焦慮依附傾向能有效預測大學生的精神病傾向和自殺傾向。

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、大學諮商輔導工作與大學生自我成長上，並做為未來研究之參考。

The study was to explore the relationships among college students’ attachment styles, stability statuses of attachment, self-efficacy and life disturbances. The major purpose of this study was to investigate the prevailing attachment styles, stability statuses of attachment, self-efficacy and life disturbances in college students, and to examine the relationship between feelings of college students towards undergoing significant life events and attachment styles, and stability statuses of attachment. In addition, the study was designed to probe the relationships among various background variables of college students, attachment styles, stability statuses of attachment, self-efficacy and life disturbances.
The sample was composed of 753 undergraduate students of a selected institute of technology, all of them given the following surveys to collect data for this research: “Attachment Style Scale”,“General Self-Efficacy Scale”,“Ko-Depression Inventory”, a choice question for collecting suspension thinking of schooling, and open questions designed on feelings of college students towards undergoing significant life events during past half year. Data obtained in this study were analyzed by Chi-squire test, two-way analysis of variance (ANOVA) and multiple-step regression. The main findings were as follows:

1.Among the three attachment types, insecure attachment ranked the highest while secure attachment ranked the lowest among all participants.

2.The proportion of students maintaining stable attachment types was higher than the proportion of students undergoing changes in attachment types (about 60% to 40%).

3.In terms of secure attachment type, the proportion of day school students was higher than that of students in night school. The ratio of students in night school was significantly higher than that of day school students in vague attachment type.

4.Feelings of college students undergoing major life events were significantly associated with attachment types, but partially correlate with stability statuses of attachment.

5.Significant differences existed between male and female college students with different stability statuses of attachment regarding the general self-efficacy.

6.No significant differences existed between male and female college students with different stability statuses of attachment regarding life disturbances.

7.Secure and preoccupied attachment orientation contributed to successfully predict the general self-efficacy of college students.

8.Preoccupied attachment orientation and general self-efficacy contributed to successfully predict depression tendency of college students. Preoccupied attachment tendency contributed to successfully predict mental disorders and suicide tendency of college students.

Based on the results and findings of this research, implications are discussed and suggestions are proposed for parents, counselors, college, students, and future researchers.

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