自解嚴以來，臺灣大學學生事務工作面臨轉型，參照美國學生事務工作發展之經驗，研究者相信臺灣學生事務工作的目標，需由以管理訓誡為主的代替父母權責論走向學生服務與學生發展，學生事務工作應了解學生需求，尊重學生權利，提供各種服務與活動以促進學生學習與全人發展。若學生事務工作目標走向促進學生全人發展，學生事務人員需應用科學的大學生發展理論於其中工作中，但目前在臺灣並沒有正式的大學生發展理論存在，本研究之目的即在（1）依據Chickering的理論，發展一個適於臺灣大學生經驗與文化的量表，來測量臺灣大學生的心理社會發展，（2）探究年級、性別、主修、課業投入、師生關係、同儕關係、家庭關係及住宿、社團及打工經驗等自變項對大學生心理社會發展之影響，（3）決定那些自變項經驗最能解釋臺灣大學生（包括全體大學生，男大學生、女大學生及各年級大學生）的心理社會發展。 本研究之重要發現為（一）臺灣大學生心理社會發展符合Chickering理論，隨年級成長而成長。（二）MANOVA結果顯示男女大學生在心理社會發展上並無顯著差異，但若同時考慮所有自變項因素，多元迴歸結果顯示在能力發展、情緒管理、獨立性發展及目標發展上，女生低於男生。（三）在控制個人因素（性別、家庭關係）及年級變項後，大學經驗（主修、課業投入、師生關係、同儕關係、住宿經驗、社團經驗及打工經驗）可以顯著解釋大學生六向度心理社會發展之變異從17%到41%。比較而言，大學經驗最能解釋能力發展及目標發展，較少解釋情緒管理及自我認定；大學經驗最能解釋大二學生在所有（六個）向度的發展較少解釋大一學生在情緒管理及自我認定與大四學生在成熟人際關係及自我認定的發展；大學經驗最能解釋男學生的發展，較少解釋女學生的發展。（四）課業投入，師生互動、同儕互動、主修科系、住宿經驗、社團經驗、打工經驗及家庭關係均顯著影響臺灣大學生心理社會之發展。其中住宿經驗是負向。在所有自變項中，課業投入及同儕互動是解釋臺灣大學生心理社會發展最重要的兩個顯著因素，師生互動、主修科系、社團經驗、家庭關係則是中等重要的四個顯著因素。住宿經驗的重要性較小，打工經驗則非顯著解釋因素。（五）多元迴歸結果指出，不同年級，不同性別學生在不同向度的心理社會發展被不同的大學經驗來解釋。 基於上述發現，本研究最後提出未來在臺灣大學生事務工作應用上及進一步研究上之建議。

After the end of martial law in 1987, student affairs in Taiwan was in transition. Based on U.S. experiences, the researcher believes the goals for student affairs in Taiwan need to move from in loco parentis to student development. However, no college student development theory is currently in use in Taiwan. The purpose of the study was to develop an instrument to measure Chickering's psychosocial development theory that was sensitive to Taiwanese college students and their culture and then to explore differences in the development based upon ranks, gender, major, academic involvement, faculty-student relationships, peer relationships, family relationships, and living, co-curricular, and work experiences. This study also determined which independent variables exploained the greatese amount of unique variance in psychosocial development for all college students, female students, and different ranks of students in Taiwan. The findings indicate the psychosocial development of college students in Taiwan follows Chickering's theory with the development increasing from freshman to upperclass. There is no gender difference; however, female students, comparing with the male students, disadvantage on the development of compentence, emotions, autonomy, and purpose. Major, academic involvement, faculty-student relationship, peer relationship, family relationship, living experience, co-curricula experience, and work experience all make significant differences on psychosocial development for Taiwanese students. After controlling for personal characteristic and class rank, college experiences can significantly explain the variance of psychosocial development in each vector ranged from 41% to 17%. Academic involvement and peer relationship are the two most important factors to explain the variance of psychosocial development in all vectors for Taiwanese students. The results of multiple regression indicate that the developments for different ranks and different gender of students in different vectors were exploained by different college experiences. Based on the findings, recommendations for practice and for further research are preseted.