許多大學生均曾有因為同儕口語或非口語的行為，使自己的情感受到傷害的經驗，然而迄今國 內對於大學生知覺同儕傷害性情感與因應策略間之關連性探究，仍付之闕如。本研究的目的在探討 台灣大學生對於受到同儕傷害性情感事件的知覺與對傷害性情感事件的因應策略間的關係。本研究 編製「受傷害情感事件量表」、「受傷害情感因應策略量表」為測量工具，共計有425 份有效問卷， 採問卷調查分析，以描述統計、單因子多變異數分析、積差相關分析等統計分法進行資料分析，主 要研究結果有以下幾點：(1)大學生傷害性情感事件內涵可分為直接型傷害、間接型傷害、忽視型傷 害等三個因素結構；(2)有高達85%的大學生在一個月內曾經驗到至少1 次以上的傷害性情感事件的 經驗；(3)國內大學生在覺察到情感性傷害的因應策略，正向思考與問題解決策略是較傾向採用的策 略，然而發洩情緒、負面情緒與自責因應、尋求社會的工具性支持等則是大學生較不傾向採用的策 略；(4)大學生的傷害性情感事件會因年級而有顯著差異存在；女大學生會較男大學生更容易覺察到 同儕間忽視性傷害的存在；(5)大學生若經驗到較嚴重且較多種類的情感性傷害事件，則較傾向採用 報復攻擊、發洩情緒、尋求社會的工具性支持、負面情緒與自責因應等四種因應策略；(6)傷害性情 感事件與因應策略間存在顯著相關。依據以上結果，本研究針對學校實務工作與未來研究提出建議 與討論。

Many university students have experienced hurt feelings resulting from verbal and non-verbal behaviors. However, research analyzing the relationships between emotionally hurtful incidents and coping strategies among university students in the country remains lacking. This study explored the relationship between emotionally hurtful incidents and coping strategies among university students in Taiwan. The Emotionally Hurtful Incident Scale and Hurt Feelings Coping Strategies Scale were administered to 425 university students, and the data were analyzed using descriptive statistics, t-test, ANOVA analysis, and product-moment correlation analysis. Results showed that: (a) emotionally hurtful incidents experienced by the university students can be divided into directly hurtful incidents, indirectly hurtful incidents, and incidents of negligience; (2) up to 85% of the students had experience one or more emotionally hurtful incident; (3) Domestic university students were more inclined to adopt positive thinking and problem- solving strategies, but were less inclined to vent their emotion or seek social support; (4) female students were more likely to experience hurt feelings from perceived peer neglect than male students; (5) students experiencing more serious and multiple emotionally hurtful incidents were more inclined to adopt strategies such as retaliatory attacks, emotional venting, instrumental social support, negative mood and self-blame; and (6) significant relationship exist between emotionally hurtful incidents and coping strategies. These findings were discussed and suggestions were made for school-based practice and future research.