本量表主要目的是用以初步檢核人際知覺發展較為不利的學生。量表的架構除根據人際知覺理論，另外也參考Sheldon（1996）的社會覺知量表（Social Awareness Inventory）。歸納本研究的架構係以二個向度的交互設計：標的（自己或他人）和觀點（自己的或他人的）本量表共有四個分量表，分別為：自我知覺╱自已以自己的角度看自己、自我知覺╱自己以他人的角度看自己、對他人知覺╱自己以自己的角度看他人、對他人知覺╱自己以他人的角度看他人，每皆量表有10題，共計40題，以五點量表計分，最低40分，最高200分。研究對象取樣來自臺北市高中（職）學校之學生，除信、效度資料也建立年級常模，常模樣本為一般學生，共計1510人。

　　　　　The main purpose of the IPI (Interpersonal Perception Inventory) for senior high school students is a primary check for students who have suspected with interpersonal perception development problems. The test framework is not only in accord with interpersonal perception theories but also referring to the Social Awareness Inventory (Sheldon, 1996). To sum up the IPI model is derived by crossing the two dimensions of target (self or other) and perspective (own or other's). IPI includes four subtests of (a)perception of self/from the self perspective. (b)perception of self/from the other's perspective, (c)perception of others/from the self perspective. (d)perception of others/from the other's perspective. Each subtest includes 10 items. It totals up 40 items in IPI. The scores count by the 5-point scales. Thus the total scores range from 40 to 200 points. All of the subjects in the study are sampled among grade 10 to 12 in private or public senior high schools or vocational senior high schools from Taipei area. The subject of the norm includes 1510 general students. The valid, reliable data, and grade norms of senior high school students for IPI are provided.