本研究旨在探討大學生人際依附風格、回覆預期與情緒反應之間的關係，以LINE已讀不回情境為例，並針對負向情緒作探討，其中人際依附風格以「類型」及「傾向」分別加以分析。本研究將採用問卷調查法，使用人際依附風格量表、回覆預期量表及負向情緒量表為研究工具。研究對象為新北市、台北市之大學生，蒐集到524份有效問卷，分別進行描述統計、獨立樣本t檢定、單因子變異數分析、獨立性卡方分析、皮爾森積差相關、多元逐步迴歸分析等統計方法進行數據的分析。本研究主要發現如下： 一、大學生在焦慮依附傾向上有性別之差異。 二、大學生人際依附風格傾向、回覆預期、「已讀不回」負向情緒皆因不同已讀不回在意度而有顯著差異。大學生之人際依附風格類型與已讀不回在意度有顯著關聯性。 三、大學生之「已讀不回」負向情緒因不同人際依附風格類型而有顯著差異。 四、大學生的安全依附傾向、排除依附傾向與「已讀不回」負向情緒有顯著負相關；大學生的焦慮依附傾向、逃避依附傾向與「已讀不回」負向情緒有顯著正相關。 五、大學生對LINE之回覆預期與「已讀不回」負向情緒有顯著正相關。 六、各人際依附風格類型之大學生，其回覆預期、已讀不回在意度對「已讀不回」負向情緒均分別具有顯著解釋力。 根據以上研究發現，本研究進一步提供未來研究及實務上之建議。 This study aims to investigate the relationship among interpersonal attachment, reply expected and emotional responses in college students studying in Taipei City or New Taipei City. Taking the Situation of“Ignoring read messages”in LINE as an example and focusing on negative emotion. The interpersonal attachment was analyzed by "type" and "tendency" in this study. Total 524 effective questionnaires developed in accordance with interpersonal attachment style scale, reply expected scale, and negative emotional scale were collected. Data were analyzed using methods including descriptive statistics, t-test, one-way ANOVA, Chi-square test, Pearson product-moment correlation, and multiple stepwise regression analysis. Here are the main contributions listed as following:
1. Gender different affects the tendency of preoccupied attachment college students significantly.
2. Tendency of interpersonal attachment, reply expected, and negative emotion of ignoring read messages in college students are statistically significant in different with the degree of care about ignoring read messages. The relationship between the type of interpersonal attachment and the degree of care about ignoring read messages in college students is statistically significant.
3. Negative emotion of ignoring read messages in college students is statistically significant in different with type of interpersonal attachment.
4. Tendency of secure attachment and dismissing attachment college students are both statistically significant in negative connection with the negative emotion of ignoring read messages; tendency of preoccupied attachment and feaful attachment college students are both statistically significant in positive connection with the negative emotion of ignoring read messages.
5. The reply expected of college students in LINE is statistically significant in positive connection with the negative emotion of ignoring read messages.
6. Each type of interpersonal attachment of college students, their reply expected and the degree of care about ignoring read messages are interpretable to the negative emotion of ignoring read messages.
Accordgind to the findings, here are some suggestions and implications for further research and pactices in the furture.
