本文目的為探究台灣大學生同儕關係的經驗，包括同儕關係發展的內涵與歷程。十位大學生男女各半，平均年齡21.2歲，自願參與本研究。研究者以半結構深度訪談蒐集資料，以反思性主題分析法進行質性資料分析，呈現台灣大學生同儕關係經驗的主題，包括：（一）「大學生同儕關係的發展歷程：縱觀視角」意指大學生從入學至畢業，其同儕關係發展包括接觸期與安定期，以「評估人際需求」來調節同儕關係的發展歷程。（二）「大學生同儕關係的發展歷程：微觀視角」指一段大學生同儕關係的發展階段依序為同儕接觸、初步篩選、進入互動循環與階段性結果。（三）「高自主的大學生同儕關係」顯示大學生依個人性格發展其同儕關係策略，探尋自在的同儕關係。（四）「大學生同儕關係的議題」顯示大學生於同儕關係發展經常面臨「接受同儕關係的淡化與流失」、「採取主動」與「學習尊重及包容不同的個體」的議題。（五）「環境脈絡中的大學生同儕關係」呈現大學生同儕關係發展受到環境脈絡的影響，如校方及原生家庭、科技發展與近年侵襲全球的新冠疫情。最後，研究者建議：（一）大學生於低年級時期多與同儕接觸，適時善用專業資源，促進同儕關係的發展。（二）輔諮專業人員可依本研究同儕關係發展階段來協助大學生，尤其缺乏人際資源或技巧的大學生。（三）校方及教育人員舉辦迎新活動之外，可協助大二以上學生進行更廣、更多元的同儕接觸。（四）未來研究可深入探討中性的大學生同儕關係，並針對大學生同儕關係發展歷程進行追蹤研究。

The purpose of this study is to explore the peer relationships of Taiwanese university students, including the content and developmental process. Ten university students (five males and five females) with an average age of 21.2 years, voluntarily participated in this study. Semi-structured, in-depth interviews and a reflexive thematic analysis approach were employed to collect and analyze data respectively. Several themes emerge from data analysis. The first theme is "the developmental trajectory of university peer relationships: a longitudinal perspective." It highlights how university students’ peer relationships evolve from entry to graduation. The developmental process of peer relationships includes an initial contact phase and a stabilization phase, regulated by the assessment of interpersonal needs. The second theme is "the developmental process of university peer relationships: a micro perspective." It outlines the stages of a peer relationship, including peer contact, preliminary selection, entry into interaction cycles, and relationship outcome at different stages. "Highly autonomous peer relationships among university students" is the third theme. University students develop strategies of peer relationship and seek comfortable and self-directed peer interactions based on their personality traits. The fourth theme is "challenges related to peer relationships." University students frequently encounter issues of peer relationships, including accepting the fading or loss of connections, taking initiative, and learning to respect individuals from diverse backgrounds and with multiple perspectives. The final theme is "peer relationships in the context of the environment." Various contextual factors affect the development of peer relationships, including the environment, family of origin, technology, and the COVID-19 pandemic. Implications of this study are as follows. During the early years of university, students are encouraged to actively engage with peers and make good use of resources to foster their peer relationships. Counseling professionals could assist students by utilizing the developmental processes and stages of peer relationships identified in this study. In addition to organizing orientation activities for freshmen, university administrators and educators could facilitate broader peer interactions among higher-grade students. Future research could explore the development of neutral peer relationships, and longitudinal studies could be conducted to track the developmental processes of peer relationships among university students over time.

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