本研究的主要目的有三：一、編纂一份適用於評量國小學童之同儕互動關係的量表，以瞭解不同性別與年級的國小學童，其同儕互動關係的差異情形。二、探討不同家庭結構與親子互動關係的國小學童，其同儕互動關係的差異情形。三、修訂「國小學童情緒智力量表」，並探討情緒智力表現不同的國小學童，其同儕互動關係的差異。本研究以1393名國小學生為研究對象，以問卷調查法進行資料蒐集。結果發現：一、女生在正向同儕關係的發展優於男生，男生在負向同儕關係的發展上比女生明顯。二、六年級學童之正向同儕關係的發展較好，但其在負向同儕關係上，也比其他年級明顯。三、雙親家庭的學童在正向同儕關係的發展上優於單親家庭的學童，而單親家庭的學童之負向同儕關係的發展較雙親家庭的學童更為明顯。四、在親子互動關係中，「聚頻心繫」型的學童之正向同儕互動關係優於「聚疏心離」的學童，而「聚疏心離」的學童之負向同儕互動關係比「聚頻心繫」者更為明顯。五、情緒智力為「高分組」的學童，其正向同儕互動關係優於「低分組」的學童，但「低分組」的學童之負向同儕互動關係比「高分組」的學童更為明顯。

The purposes of this research are :（1）edit a scale to evaluate the interactions among schoolchildren, and go on to understand the differences among schoolchildren of genders and grades.（2）explore the differences of interaction among schoolchildren of several sorts of family structures and various parents-child interaction.（3）revise “the scale of emotional intelligence for elementary students”, and explore the differences among schoolchildren of various emotional intelligence.Our research targets are 1393 elementary students. We have found that：（1）the development of positive interaction between peers for schoolgirls is better than schoolboys. And the development of negative interaction between peers for schoolboys is more obvious than schoolgirls.（2）the development of positive interaction between peers for the sixth grade is superior to other grades. However, the development of negative interaction between peers for the sixth grade is more obvious than other grades.（3）the development of positive interaction between peers for who live with parents is superior to those living with a single parent; while the development of negative interaction between peers for those who live with a single parent is more obvious than that of those living with their parents.（4）the development of positive interaction between peers for the type of “frequent-connection-and-mental- cohesiveness” schoolchildren is superior to that of “infrequent-connection -and -mental -incohesiveness” schoolchildren, while the development of negative interaction between peers for the type of “infrequent-connection-and-mental- incohesiveness” schoolchildren is more obvious than to the “frequent-connection -and-mental-cohesiveness” schoolchildren.（5）the development of positive interaction between peers for schoolchildren who score high in emotional intelligence is superior to those who score low in emotional intelligence. However, the development of negative interaction between peers for those who score low in emotional intelligence is more obvious than those who score high in emotional intelligence.