本研究旨在探討青少年依附關係、自我認同、獨處能力與情緒調節之關係，並針對（1）不同性別、與家人居住狀況、父母親教育程度在各研究變項的差異情形（2）自我認同是否在依附關係與情緒調節間具有中介角色（3）獨處能力是否在自我認同與情緒調節間具有調節角色進行檢驗。
本研究以台灣北區（基隆市、台北市、台北縣、桃園縣、新竹縣）之公私立國中1035名學生為受試對象，進行問卷調查。研究工具包含「父母依附量表」、「自我認同量表」、「獨處能力量表」及「情緒調節量表」等四部分。
本研究結果如下：不同性別的青少年在「自我認同」有顯著差異，與家人不同居住狀況的青少年在「依附關係」、「自我認同」、「獨處因應」、「情緒調節」有顯著差異，青少年不同的父親教育程度在「依附關係」、「自我認同」、「獨處能力」、「情緒調節」有顯著差異，青少年不同的母親教育程度在「依附關係」、「自我認同」、「獨處能力」、「情緒調節」有顯著差異。青少年的「自我認同」、「獨處能力」、「依附關係」與「情緒調節」彼此間有顯著正相關。青少年的「依附關係」、「自我認同」與「獨處能力」能顯著預測其「情緒調節」。「自我認同」在「依附關係」與「情緒調節」間是中介變項，「獨處能力」在「依附關係」與「情緒調節」間不具有中介作用。「獨處能力」在「自我認同」與「情緒調節」間是調節變項。
本研究發現青少年的依附關係會透過自我認同而間接影響情緒調節，獨處能力在自我認同與情緒調節間具有微調作用。根據本研究結果進行討論，並提出具體建議，以作為教育人員、家長及未來研究者的參考。

The present study was to explore the relationships among attachment relationship, ego-identity, the ability to be alone, and emotion regulation of adolescents. And to test : (1) the difference of gender, family status and parent education in those of variables, (2) the ego identity whether play the mediated role between the attachment relationship and the emotion regulation, (3) the ability to be alone whether play the moderate role between the ego identity and emotional regulation.
Measurement of all of variables was administered to 1035 students draw from the private and public junior high school in the north of Taiwan. Instruments used in this study included Inventory of Parent Attachment, Ego-identity Inventory, the Ability to be Alone Scale and Emotion Regulation Inventory.
The major findings of the study were as follows：There was significant difference of gender on ego-identity. There was significant difference of family status on attachment relationship, ego-identity, the solitary coping, and emotion regulation. There was significant difference of father’s educational level on attachment relationship, ego-identity, the ability to be alone and emotion regulation. There were significant differences of mother’s educational level on attachment relationship, ego-identity, the ability to be alone and emotion regulation. There were significant correlations among ego identity, the ability to be alone, attachment relationship and emotion regulation. In adolescent group Individual’s attachment relationship, ego-identity, the ability to be alone could significantly predict personal emotion regulation. Ego-identity was a mediator variable between attachment relationship and emotion regulation. The ability to be alone couldn’t mediate attachment relationship and emotion regulation. The ability to be alone was a moderator variable between ego-identity and emotion regulation.
This study found attachment relationship showed indirect effects on emotion regulation through ego-identity and the ability to be alone had a small buffering effect on the relationship between ego-identity and emotion regulation. Based on the results, implications of the study for teaching and parenting were discussed, and suggestions for further research were proposed.

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