本研究旨在探討國小學童的依附關係、失落經驗與生活適應三者之間的關係。以台北縣市、桃園縣、新竹縣市十二所公立小學的四到六年級學生為研究對象，共計403名。本研究採用問卷調查法進行資料收集，所使用的研究工具包括「父母與同儕依附量表」、「失落經驗量表」、與「國小學童生活適應量表」。調查所得資料分別以t檢定、單因子變異數分析（one-way ANOVA）、皮爾遜積差相關、多元逐步迴歸分析等統計方法進行資料處理。本研究的主要發現如下：
一、 在依附關係方面，男女生在「父親依附」、「母親依附」的得分並無顯著差異，但在「同儕依附」上，女童顯著高於男童。不同年級國小學生在「父親依附」、「母親依附」及「同儕依附」的得分均無顯著差異。
二、 在失落經驗方面，不同性別及年級的國小學童在「關係失落」、「生命失落」與「實質與象徵失落」的得分則無顯著差異。
三、 在生活適應方面，不同性別的學生在「親和力」、「社交技巧」、「社會適應」、「功課與遊戲的調適」、「生活的目標」、「適應感」與「心理堅忍度」的得分並無顯著差異，但女童在「行為成熟度」、「情緒穩定性」高於男童，在「自我接受度」的得分上卻低於男童。至於年級差異方面，四年級學童在「親和力」的得分上顯著高於五年級，在「功課與遊戲的調適」方面，四年級的得分顯著高於六年級；在「生活的目標」上，四年級的得分顯著高於五年級，而五年級的得分則顯著高於六年級。
四、 國小學童的依附關係與其失落經驗有相關存在。關係組型為：「父親依附」、「母親依附」、「同儕依附」與「關係失落」、「生命失落」和「實質與象徵失落」為負相關，而「父親依附」、「母親依附」與「同儕依附」為正相關。
五、 國小學童的依附關係及失落經驗均與其生活適應有顯著的相關存在。關係組型為：「失落經驗」、「關係失落」、「生命失落」、「實質與象徵失落」與「生活適應」為負相關；而「父親依附」、「母親依附」、「同儕依附」與「生活適應」則為正相關。
六、 依附關係中的「同儕依附」、「父親依附」及失落經驗中的「實質與象徵失落」分量表可有效預測國小學童生活適應，預測的總變異量達37﹪。其中，實質與象徵失落更能預測國小學童的生活適應。
本研究根據以上的研究結果加以討論，並提出針對親職及輔導上的應用與未來研究的建議。

The purpose of this study was to investigate the relationships among attachment relationships, loss experiences and life adjustment. The sample consisted of 403 students from 4th to 6th grades from twelve elementary schools in Taipei, Taoyuan, and Hsinchu. Instruments used in this study were “ The Inventory of Parent and Peer Attachment”, “The Loss Experiences Questionnaire” and “The Revision of Elementary School Children Life Adjustment”. Data obtained in this study were analyzed by t-test, one-way ANOVA, Pearson correlation and multiple stepwise regression analysis. The main findings were follows:
1. With regard to attachment relationships, there was no significant difference between different gender students on father attachment and mother attachment. Female students were higher in scores than those of male students on peer attachment relationships. No difference was found on attachment relationships among 4th, 5th, and 6th grade students.
2. With regard to loss experiences, no difference was found on relationship loss, life loss, and substance and symbolic loss between different gender and grade students.
3. With regard to life adjustment, there was no significant difference between different gender students on affiliation, social skills, social adjustment, adjustment in study and game-play, goals for living, sense of adaptability, and neurosis. Girls’ score on behavioral immaturity and emotional stability
were higher than boys’, Girls’ score on physical inferiority were lower than boys’. Moreover, the 4th grade scored higher on affiliation and goals for living than the 5th, the 4th grade scored higher on adjustment in study and game-play,and the 5th grade scored higher on goals for living.
4. The result of Pearson correlation analyses revealed that attachment was associated with loss experiences. Father attachment , mother attachment, and peer attachment were negatively correlated with relationship loss, life loss, and substance and symbolic loss.
5. Attachment relationships and loss experiences of elementary school students were significantly correlated with life adjustment. Loss experiences, relationship loss, life loss, and substance and symbolic loss were negatively correlated with life adjustment. Father attachment, mother attachment, and peer attachment were positively correlated with life adjustment.
6. According to the result of regression stepwise analyses, peer attachment, father attachment, and substance and symbolic loss could significantly predict life adjustment, which accounted for 37% of the variance of the life adjustment.
Based on the results, implications of this study for parenting and guidance were discussed, and suggestions for future research were proposed.

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吳秀碧（民84）：哀傷治療工作坊活動手冊。國立彰化師範大學學生輔導 中心。
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