本研究旨在探討大學生依附關係、拒絕敏感度與曖昧訊息處理之間的關係，並採用兩種不同的研究方法（依附類型、依附取向），檢視大學生的拒絕敏感度以及曖昧訊息處理。本研究以國立台灣師範大學的大學生488人（男生165人；女生323人）為研究對象，研究工具包括「人際關係問卷」、「拒絕敏感度量表」、「曖昧訊息處理量表」，量表資料分別以基本描述統計、Pearson積差相關、相依樣本t考驗、單因子變異數分析（ANOVA）、Scheffe法事後比較、多變量變異數分析（MANOVA），以及結構方程模式（SEM）等統計方法加以處理。本研究結果顯示：
一、不同依附類型之大學生在拒絕敏感度量表及其分量表上有顯著差異，其 中，安全型依附者在拒絕敏感度量表及其分量表之得分，顯著低於偏執型以及懼怕型依附者。
二、不同依附類型之大學生在曖昧訊息處理量表上之得分未達顯著差異。
三、不同性別之大學生在請求的人際情境中焦慮程度有顯著差異，且研究發現女生在請求的人際情境中，焦慮程度較男生高。
四、大學生與不同對象互動時，在拒絕敏感度全量表、焦慮程度分量表以及負向期望分量表之得分有顯著相關。
五、大學生在與不同對象互動時，在拒絕敏感度量表及其分量表之得分有顯著差異，其中在與同儕互動時在拒絕敏感度全量表及其分量表之得分較與學弟（妹）互動時高。
六、拒絕敏感度在在大學生依附關係以及曖昧訊息處理之間扮演中介角色的研究假設未獲支持。
七、本研究建立的「大學生依附關係、拒絕敏感度與曖昧訊息處理模式」在實際資料與假設模式之間的適配程度尚可接受。
最後，研究者根據本研究之結果針對對學術以及實務方面提出具體之建議。

The purpose of this present study examines the relationship between attachment relationship (including attachment style and attachment approach), rejection sensibility in the general interpersonal relationship, and ambiguous information processing. Samples for this study are college students who study in National Taiwan Normal University. A total of 488 college students participated in our research. The data was collected through an “Interpersonal Relationship Questionnaire,” a “Rejection Sensitivity Questionnaire” which was revised according to Downey and Feldman (1996), and an “ambiguous information processing scale” which was designed by the researcher. The researcher used basic descriptive analysis, Pearson Product-moment correlation, paired sample t-test, one way ANOVA, Scheffe post hoc, MANOVA, and structural equation moment analysis to analyze the data. There are seven major results in this study. First, students who have different attachment styles have significant differences in the Rejection Sensitivity Questionnaire (RSQ) and its sub-scale. In addition, secure attachment students’ scores were significantly lower than preoccupied and fearful attachment students’. Second, students who have different attachment styles have insignificant differences in the ambiguous information processing scale. Third, there are gender differences in the anxiety sub-scale, and the girls’ score was higher than the boys’. Fourth, when college students interacted with different people, the scores they received on the RSQ and its subscale have a significant correlation. Fifth, when college students interacted with different people, they have different rejection sensitivity. In addition, when students interacted with peers, they have higher rejection sensitivity, anxiety, and negative expectations than when they interacted with younger students. Sixth, the hypothesis that rejection sensitivity was a mediator was not supported. Seventh, the model the researcher established in this study had an acceptable model fit. Implications for future research and counseling in the clinic were also discussed.

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