本研究主要目的在探討大學生邁向成熟的人際關係過程中，容忍性發展的性別與年級差異。受試為三百五十二位大學生，主要的研究工具為測量容忍性發展的問卷。研究結果發現，在容忍性方面，大學生在因應四種不同類別之個體間差異（人口背景，人格特質，興趣、嗜好，想法、態度、價值觀）隨著年級愈高，屬於自我相對狀態的比例愈高，意即容忍性發展愈好；容忍性的發展在大學時期沒有存在性別差異，年級差異亦不因性別而有所不同。在因應個體間差異之容忍性發展的前後次序方面，對於人格特質的容忍性發展最晚。本研究根據研究結果討論這些發現的可能原因，並提出大學生人際關係的輔導啟示與未來研究的建議。

　　　　　The purpose of this study is to investigate the possible sex and grade differences in the development of tolerance and empathy. The subjects were 352 college students. The research instrument was a tolerance scale that measured the tolerance of people dealing with the four aspects of inter-individual differences. In the sex and grade differences of tolerance, among the higher grade college students dealing with the four aspects of inter-individual differences (demographic background; personal traits; interests & hobbies; ideas, attitudes & values), the higher percentage belongs to an ego-relative state which means the better development of tolerance. Sex difference in the development of tolerance was not found, and grade differences were not different between male and female college students. As for the developmental sequence of coping in various domains of inter-individual differences, the tolerance of personality and traits develops later than the other three domains. The possible reasons for the findings are discussed. According to these findings, implications for counseling of interpersonal relations and suggestions for future research are also proposed.