本研究擬以符號互動論中重要他人或參考團體概念及行為論中負增強作用為理論架構，藉以探討屏東縣地區國中生對訓導人員的態度為何。在探討影響國中生對訓導人員態度之因素上，本研究透過量化分析所要探究的問題有四：（1）探討國中生對訓導人員一般性的態度為何。（2）重要他人或參考團體概念中構成影響國中生態度的四組成員（導師、家庭成員、同儕團體、校長）對訓導人員的態度在國中生對訓導人員的態度上是否有顯著的影響力？（3）當加入國中生有否被訓導人員處罰經驗因素後，上述四組成員對訓導人員的態度在國中生對訓導人員的態度上是否仍有顯著的影響力？又該因素在國中生對訓導人員的態度上是否有顯著的影響力？（4）當控制個人屬性特質後，上述四組成員對訓導人員的態度與國中生有否被訓導人員處罰之經驗對於國中生對訓導人員的態度是否仍有顯著的影響力？本研究利用自陳問卷訪問方法調查屏東縣地區十所國民中學，共計抽得國中學生三個年級共1,066人。其次，本研究統計分析方法採用巢式迴歸模型，其主要研究發現為：（1）在模型中，加入國中生有否被訓導人員處罰經驗因素後，導師、家庭成員及同儕團體對訓導人員的態度在影響國中生對訓導人員的態度上都得到實證支持。（2）在模型中，當控制個人屬性特質後，導師、家庭成員及同儕團體對訓導人員的態度在影響國中生對訓導人員的態度上仍得到實證支持。最後，為改善國中生對訓導人員的態度，依據本研究之發現提供以下幾點建議：（1）導師應與國中生建立良好的師生關係並扮演國中生與訓導人員間溝通橋樑的角色。（2）家長應常和訓導人員溝通並與子女建立良好的親情關係。（3）訓導人員應協助國中生建立優質次級文化。 The study used significant other and negative reinforcement as basic theoretical framework to test what kind of facts had significant effects on students' attitudes toward counselors of student's affair. This study developed four questions in order to understand the construct of students' attitudes toward counselors of student's affair. The first question was to ask what was the distribution of junior high students' general attitudes toward counselors. Second, did attitudes toward counselors of tutor, family members, peer and principal have significant effects on those of students? Third, was there any relation between punished experiences from counselors and students' attitudes toward counselors? Finally, the study also controlled effects of individual characteristics to find out whether the impacts of independent variables on dependent variable changed or not. The sample of this study consisted of ten junior high schools in Pingtung, including 1,066 students. These schools were gathered from urban and rural areas. The technique of nest regression model was employed to analyze the collected data. The results of this research showed that attitudes toward counselors of tutor, family members, and peer significantly influenced those of students. Based on the findings, the study made following suggestions: （1）Tutors should bear intimate relations with students and play a catalysis role between students and counselors of student's affair. （2）Parents should frequently contact with teachers and counselors. （3）Finally, counselors should pay attention to students' subcultures.
