本研究以臺北地區550 名國小高年級學童為對象，研究目的是：一、探討學童的情緒智力與同儕互動之關係，及情緒智力的高低在同儕互動上的差異。二、探討學童的親子互動與同儕互動之關係，及不同親子互動類型者，在同儕互動上的差異。結果發現：一、在情緒智力中的「人際關係的處理」、「表達自己的情緒」、「回應他人的情緒」，與同儕互動中的「合作/利社會行為」、「遊戲/聯合活動」、「信任/尊重」、「親密/依附」關聯性最高。二、在親子互動中的「父子互動」、「父子心理」、「母子心理」，與同儕互動中的「合作/利社會行為」、「遊戲/聯合活動」、「信任/尊重」、「親密/依附」關聯性最高。三、親子互動裡的「父子互動」、「母子互動」，與同儕互動中的「支配/指使」、「衝突/攻擊」、「競爭/嫉妒」、「敵意/防衛」關聯性最高。四、情緒智力為高分組者，其正向的同儕互動顯著優於低分組；而低分組的學童，其「衝突/攻擊」的表現比高分組明顯。五、親子互動為「聚頻心繫」者，其正向的同儕互動顯著優於「聚疏心離」者；而「聚疏心離」者，其負向的同儕互動比「聚頻心繫」者更明顯。

The subjects of the research are 550 the fifth and sixth graders who came from Taipei area. The purposes of this study are: (1)explore the relationship between emotional intelligence and peer relationship among the schoolchildren, and then go on to understand the differences between the high score group and the low score group. (2)explore the relationship between parents-children interaction and peer relationship among the schoolchildren, and then go on to understand the differences among them of various kinds of parents-children interaction styles. We have found that: (1)In every dimension of the schoolchildren's emotional intelligence, “How to get along with others”, “How to express their own emotion”, “How to respond to other people's emotion” are highly related with these peer interactions:“cooperation/prosocial behaviors”, “game/joint activities”, “trust/respect” and “closeness/attachment”. (2)In every dimension of parents-children interaction,“father/children interaction”, “father's psychology/children' psychology”, “mother's psychology/children's psychology” are highly related with these peer interactions:“cooperation/ prosocial behaviors”, “game/joint activities”, “trust/respect” and “closeness/attachment”. (3)In every dimension of parents-children interaction,“father/children interaction”, “mother/children interaction” are highly related with these peer interactions: “domination/order”, “conflict/attack”, “competition/jealousy”and “hostility/defense”. (4)In the dimension of emotional intelligence, the development of positive interaction between peers for the schoolchildren who score high in emotional intelligence are superior to those who score low in emotional intelligence, while the schoolchildren who score low in emotional intelligence are more obvious in “conflict/attack” than to those who score high in emotional intelligence. (5) 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.