本研究主要目的在探討大學生發展成熟人際關係的過程中，建立親密性能力之自 我揭露與自主性是否有年級與性別差異。受試為353位的大學生，採用問卷法進行研究。以 性別與年級為自變項，自我揭露(包括廣度與深度)與自主性(包括情緒獨立性，工具獨立性, 與相互依賴性)為依變項，進行二因子變異數分析，結果發現:(l)在自我揭霧的廣度方面,性 別與年級交互作用達顯著，大四男生在自我揭露的廣度比大一與大二、大三男生要高，但不 同年級的女性大學生沒有顯著差異。在自我揭露的深度方面，性別與年級交互作用達顯著， 不同年級的男性大學生沒有顯著差異，大四女生在自我揭露的深度比大一與大二、大三女生 要高。(2)在自主性的情緒獨立性方面，大一、大二、大三學生在情緒獨立性的表現比大四要 高;性別與年級交互作用達顯著，大一、大二、大三男生的情緒獨立性比大四男生要高，女性 則是大二、大三比大四要高。在自主性的工具獨立性方面，大四學生比大一、大二、大三要 高，大二、大三學生又比大一要高:性別與年級交互作用達顯著.大四男生的工具獨立性比大 一、大二、大三男生要高，大二、大三、大四女生的工具獨立性比大一女生要高，在自主性 的相互依賴性之「避免相互干涉、競爭」因素方面，大一學生的表現比大二、大三、大四要 低。

　　　　　The purpose of this study was to investigate the sex and grade differences on self- disclosure and autonomy while college students were developing mature interpersonal relations. Subjects were 352 college students. Questionnaire was used as the research method. Two-way ANOVA was used for data analysis, sex and grade were independent variables, self-disclosure (including the width and deep of self-disclosure) and autonomy (including emotional independence, instrumental independence, and interdependence) were dependent variables. The results were: (1)In the width of self-disclosure, there was an interaction effect between sex and grade, senior male students disclosed wider than freshman, sophomore and junior ones when interacted with peers, but the there was no grade differences of female students. In the deep of self-disclosure, there was also an interaction effect between sex and grade, there were no grade differences of male students, but senior female students disclosed deeper than freshman, sophomore and junior ones when interacted with peers. (2) In the emotional independence of autonomy, sex differences were not significant but grade differences existed, the emotional independence of freshman、sophomore and junior was higher than senior. There was an interaction effect between sex and grade on the emotional independence, the emotional independence of freshmant, sophomore and junior male students was higher than senior ones, the emotional independence of sophomore and junior female students was higher than senior ones. In the instrumental independence of autonomy, sex differences were not significant but grade differences existed, the instrumental independence of senior was higher than sophomore and junior ones, the instrumental independence of sophomore and junior vas higher than freshman. There was an interaction effect between sex and grade on the instrumental independence, the instrumental independence of senior male students was higher than freshman sophomore and junior ones, the instrumental independence of senior junior and sophomore female students was higher than freshman female ones. In the interdependence of autonomy, the "voidance of mutual interference and competition" factor of interdependence of freshman was lower than sophomore.