目的：本研究比較不同性別及性別角色取向者的人際能力及關係適應之差異，並探討此等差異在社會文化背景中所具有的涵義。方法：以台灣大學生為抽樣對象，針對性別角色特質、人際能力及關係適應等變項，以量表工具收集資料，有效樣本為七百七十二人。採取交互模式與多元迴歸分析，探討性別與性別角色特質對人際能力及關係適應的預測能力。結果：性別角色特質對人際能力與關係適應都具有預測力，尤以工具性特質和情感表達特質得分相乘積的預測力最佳；而性別對大學生的人際能力與關係適應則都不具預測力。此外，性別角色取向與人際能力對關係適應具有預測力，以工具性特質和情感表達特質得分相乘積，與情緒支持的人際能力，對關係滿意與矛盾衝突具有預測力；而衝突處理、主動表露、情緒支持這三種人際能力則對自主性的關係適應較具預測力。結論：整體來看，兩性化的性別角色取向者，有較佳的人際能力，以及較佳的關係適應。而主動表露、情緒支持與衝突處理等人際能力，特別有助於自主性的關係適應。本研究建議，兩性教育應著重在人際能力的培養，而非性別角色的設定。
Purpose: This study explores the relationship among gender, sex role orientation, interpersonal competence and relationship adjustment. Methods: A questionnaire consisting of several standardized scales was administered to 772 college students to assess sex role orientation, interpersonal competence and relationship adjustment. Using an interactive model and multiple regression, we explored the predictive ability of gender and sex role orientation on interpersonal competence and relationship adjustment. Results: Instrumentalness and expressiveness were predictive of interpersonal competence and relationship adjustment, with instrumentalness and expressiveness scores being the best predictor. Gender was not predictive of either interpersonal competence or relationship adjustment. Sex role orientation and interpersonal competence were predictive of relationship adjustment. Instrumentalness, expressiveness and emotional supports were predictive of relationship adjustment especially with regard to satisfaction and conflict management. Finally, conflict management, disclosure and emotional support were predictive of autonomous relationships. Conclusion: In general, androgynous students had better interpersonal competence and relationship adjustment than other sex role orientation groups. Interpersonal competence such as disclosure, emotional support, and conflict management were helpful in building autonomous relationships. Gender education may want to focus on the learning of interpersonal competence, not on sex role orientation.
