本研究旨在探討戀愛中大學生性別角色特質、人格特質與愛情態度之相關。以新竹以北公私立大學校院共617名大學生為研究參與者，採用問卷調查法，使用的工具包括「性別角色特質量表」、「人格特質量表」及「愛情態度簡表」。分別以單因子、二因子變異數分析及典型相關統計方法處理。本研究主要發現如下：
不同背景變項之戀愛中大學生在愛情態度簡表上的差異情形：大三與大四的「熱情愛」及「現實愛」高於大一學生；戀愛1次者之「熱情愛」高於過去無戀愛經驗者；「有固定交往對象」之3組，其「熱情愛」高於「有對象，但尚未成為男女朋友」組。
不同性別與性別角色特質之戀愛中大學生在愛情態度簡表上的差異情形：女生的「現實愛」高於男生、男生的「奉獻愛」高於女生；以性別角色態度而言，未分化組之「熱情愛」低於兩性化組；未分化組與女性化組之「遊戲愛」低於男性化組；未分化組、女性化組及男性化組之「奉獻愛」與「現實愛」均低於兩性化組；性別與性別角色特質之交互作用在「占有愛」及「友誼愛」上有顯著差異。
不同性別與性別角色特質之戀愛中大學生在人格特質量表上的差異情形：不同性別在「外向性」及「神經質」的人格特質有差異；以性別角色特質而言，在「嚴謹性」方面:未分化組＜女性化組＜男性化組、兩性化組；在「外向性」方面:女性化組＜未分化組＜男性化組、兩性化組；在「親和性」方面:男性化組、未分化組<兩性化組<女性化組；性別與性別角色特質在人格特質上無交互作用。
戀愛中大學生其人格特質與愛情態度之相關情形：戀愛中大學生人格特質「嚴謹性」越低、「神經質」越高，愈傾向「占有愛」；「嚴謹性」及「親和性」越高，愈傾向「熱情愛」、「現實愛」、「友誼愛」及「奉獻愛」；「嚴謹性」、「外向性」越高，愈傾向「現實愛」。
本研究根據研究結果加以討論，並提供建議做為輔導工作及相關研究參考。

The purpose of the study was to investigate the relationships among gender role attitude, personality and love attitude of 617 college students. They completed a questionnaire that included the Gender-role Attitude Scale, Personality Scale, and a short version of the Love Attitude Scale. One-way, two-way ANOVA and canonical correlation analysis were used to analyze the data. The main findings were as follows:
Senior students distinctively possess higher “eros” and “pragma” than freshmen. Students who had ever fall in love possess higher “eros” than the others. Those who have ongoing relationships tend to possess higher ”eros” than the counterparts. Female students possess higher “pragma” than males, and male possess higher “agape” than females. There are clear distinctions in the possessions of “eros”, “ludus”, “pragma”, and “agape” between different gender roles attitudes. There is interaction between genders and gender roles.
There are clear differences in the possession of “extraversion” and “neuroticism” between different sexes. There are clear distinctions in the possessions of “extraversion”, ”conscientiousness”, and “agreeableness” between different gender roles attitudes. There is no interaction between genders and gender roles.
The lower “conscientiousness” and the higher “neuroticism” a student has, the higher “mania” he has. The higher “conscientiousness” and “agreeableness” a student has, the higher “eros”, ”pragma”, ”storge”, and ”agape” he has. The higher “conscientiousness” and “extraversion” a student has, the higher “pragma” he was.
The findings and implication are discussed.

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