| Summary: | 碩士 === 國立臺中教育大學 === 諮商與應用心理學系碩士班 === 101 === There were three purposes of this study. The first was to understand current situations of love attitudes and conflict-coping styles of college students. The second was to investigate the differences in love attitudes, and conflict-coping styles between college students from different demographic backgrounds. The third was to investigate the relationships between love attitudes and conflict-coping styles of college students.
The research sampled consists of 355 students who were from seven different colleges in Northern Taiwan. This study adopted two instruments—the Love Attitude Scale and the Conflict-coping Style Scale. This study employed several analytical methods-- descriptive statistic, multivariate analysis of variance and Chi-square test. The findings were as follows:
1. The college students tend to be storge, agape and pragma in love attitudes. Besides, the college students tend to be voice conflict-copying styles in love relationship.
2. There were significant differences in love attitudes between genders. Male college students tend to be eros, ludus, and agape than female college students.
3. There were significant differences in conflict-coping styles between genders. Female college students tend to be neglect conflict-copying style in love relationship than male college students.
4. There were significant differences in love attitudes between graders. The fourth graders tend to be eros than the first graders. The second graders tend to be ludus and storge than the fourth graders. The third graders tend to be mania than the second graders.
5. There were significant differences in conflict-coping styles between graders. The second graders tend to be voice conflict-copying styles in love relationship than other graders.
6. There were no significant differences in love attitudes and conflict-coping styles between single-parent experience.
7. There were significant correlations between love attitudes and conflict-coping styles.
Finally, based on the findings, we propose some implications for school administrator, school counselors, and college students. We also present some suggestions for future studies.
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