本研究目的在結合後設分析與結構方程模式分析等方法探討國小至高中職學生在依附 關係、自我概念與生活適應的相關情形以及指向性關係。根據1979 ～ 2011 年間的63 篇 相關文獻，本研究發現學生的依附關係與自我概念之間具有正相關( r– = .44)、依附關係與 生活適應之間具有正相關( r– = .46)，且自我概念與生活適應之間也具有正相關( r– = .66)。 此外，教育階段變項與學生類型變項的調節效果並未達統計顯著水準。本研究認為，依附 關係不僅會對生活適應產生直接且正向的效果，依附關係也會透過自我概念間接預測生活 適應。文末並根據研究結果分別就實務與未來研究提出具體建議。

This study applied methods of meta-analysis and structural equation modeling to inquire and compare the correlation magnitudes and relationships of attachment relationships, selfconcept, and life adjustment among students in primary and secondary schools. Based on 63 studies from 1979 to 2011, the meta-analyses showed positive correlations between attachment relationships and self-concept ( r = .44), positive correlations between attachment relationships and life adjustment ( r = .46), and positive correlations between self-concept and life adjustment ( r = .66). Moreover, school level variable and student type variable were not significant moderators. Finally, the results of path analyses indicated attachment relationships had direct and indirect positive effects through self-concept on life adjustment among students. According to results, suggestions for researchers and policymakers were indicated in the end.