本研究企圖結合社會學及發展心理學的觀點來瞭解青少年用何種方式來解決人際間的糾紛。依據理論，糾紛解決方式可分成單方、雙方、三方及對立或對立性等解決方式。除了各種解決手段之描述分析外，本研究進一步分析了影響使用對立性解決方式之因素。經分析1808 位台灣地區國、高中生的調查資料後，主要的發現為：(1)青少年最常使用的糾紛解決 方式是不採取行動之單方解決方式；(2)青少年使用何種糾紛解決方式會受到與糾紛對象間 社會距離和地位差距之影響；(3)在糾紛對象是家人時，男生使用對立性之手段的勝算比較低；但對象是家庭外的人時，則男生使用對立性的手段之可能性較大。女生使用此種解決方式之傾向正好相反；(4)青少年自認與誰都不親近者，在家庭外以對立性方式解決糾紛之可能性較大；(5)青少年和同儕整合程度高者，使用對立性之解決方式之可能性較大；(6)青少年使用對立性方式來解決糾紛的可能性受其家庭的社經地位的影響不大，而是受到其本身在學校的地位的影響較大；(7)父母親或老師使用嚴厲之管教方式會增加青少年使用對立性方式解決人際糾紛之可能。 The purpose of this study is to understand how adolescents handle their interpersonal disputes. Particularly, the study explores conditions associated with conflict resolution behaviors regarded as confrontational. The theoretical perspective developed by Donald Black and Allan Horwitz and various perspectives of developmental psychology guide this research. According to Black or Horwitz, interpersonal disputes can be handled unilaterally, bilaterally, or trilaterally. The nature of the structure of social relationship such as the degree of intimacy or social status will affect the method adopted to resolve interpersonal conflicts. This perspective is compatible with the view of the social relational model in developmental psychology. Other perspectives of developmental psychology have focused on factors such as pubertal processes and personality and emphasize interaction between various contexts. A research model is developed to test the impact of factors addressed by various perspectives. This model is tested by a survey data of 1808 middle and high school students in Taiwan. Major findings are: (1) Inaction, defined as a unilateral form of conflict resolution, is the most frequently used by adolescents to handle interpersonal disputes. (2) The adoption of various forms of conflict resolution is related to social distance and status difference. (3) For males, the odds of using confrontational methods were greater when dealing with disputes outside the family. Females have just the opposite tendency. (4) The impact of pubertal processes is rather limited but cannot be ignored. (5) Those who identify themselves as close to no one tend to use confrontational methods to resolve disputes outside of their families. (6) High integration with peers tends to increase the likelihood of using confrontational methods. (7) Adolescents' own social status at school is more important than the socioeconomic status of their families in explaining the use of confrontational methods. (8) Harsh parenting and teaching practices promote adolescent's adoption of confrontational methods to resolve conflicts.