本研究的目的是在探討青少年自我概念的多元分化建構，以及與其他相關因素之間的關係。在自我概念的理論建構上，本研究基於Michael與 Smith（1976）及Shavelson, Hubner 與Stanton（1976）的多元理論，提出一個向度與成份雙維多元自我概念模式，並以結構方程模式的驗證性因素分析（SEMI-CFA）來驗證向度/成份雙維模型的適切性。研究樣本為1576位來自三個都會區與兩個鄉村地區的高中、高職及五專層級青少年學生，平均年齡17.27歲。經過項目分析的檢驗，本研究所編製的多元自我概念概念量表Cronbach’s α係數達.85。驗證性因素分析的結果支持了兩組相依的初階因素的存在，其中包括了相依的十個學業（academic）與非學業性（non-academic）自我概念的不同子向度，以及四個相依的成份因素，證實了雙維模式的適切性。然而，十個不同向度的高階因素模式並未獲得統計支持，顯示這十個自我概念因子有獨立存的必要。本研究進一步的檢驗了相關背景變項、家庭影響、社會支持、心理需求概念與多元自我概念的關係，亦探討了自我概念與學業表現的關聯，試圖對於自我概念的相關現象進行全面的檢驗，最後本研究指出了理論驗證的意義與相關因素分析的結果，並檢討研究的限制與未來研究的建議。

This study is to examine the model of multi-dimensional self-concept on adolescents and the relationships with the other variables. Based on Michael ＆ Smith （1976）and Shavelson et alos（1976）multidimensional theory of self-concept, adolescent self-concept will be deposited into different domain areas（academic and non-academic）and into different components. Each of the two main domain areas may furthermore develop into different parts, depending on different domains of academic activities；also, non-academic self-concept may have different dimensions, depending on different contents of developmental targets. The sample if 1576 high-school level students located in three different areas（south, north, and middle）of Taiwan. Research instruments include a multifaceted self-concept scale along with measures of self-esteem, self-monitoring, anxiety, and needs. The theoretical structure of multidimensional self-concept was examined by confirmatory factor analysis of structural equation modeling, proving the factorial validity of the scale. A correlated ten-dimensional / four-component self-concept model was proved as the best concept. The influences of family types, sex, school types, and psychological need on self-concepts were analyzed. Finally, the limitations and further research suggestions were discussed.