本研究的目的在於探討：（1）我國大學生心理社會發展歷程；（2）不同性別、不同學院與心理社會發展程度的關係；以及（3）我國大學生心理社會發展程度和心理健康的關係。筆者以自編的大學生心理社會量表、柯氏性格量表（1985）及馬康二氏社會讚譽量表施測於大學各年級男、女生，計1,059名（含男生534名，女生525名），得到下列結果：（1）無論男、女生在大四時，其心理社會發展最為成熟，而在各發展向度上最大的改變，均出現在大三下學期到大四上學期之間，但男、女生自大一到大四的心理社會發展歷程似乎同性別而異；女生大致是級隨年級之增而逐漸成熟；而男生發展歷程則較不規則。（2）在發展成熟度上，整體而言，男生優於女生。七個發展向度中，只有向度五（開放人際關係的建立）、向度六（未來目標的發展），女生和男生有相同程度的發展，在其餘各向度，均是男生的發展優於女生。（3）大學生的心理社會發展與學院別無關。（4）大學生的心理社會發展與心理健康形成正相關。最後，筆者並根據本研究的發現與缺失，建議未來可行的研究方向。

The purposes of this research are to investigate (1) the process of psychosocial development, (2) the relationship among sex, college, and psychosocial development, and (3) the relationship between psychosocial development and mental health in college students. 1059 college students of National Taiwan University (534 males and 529 females) are administered measures of College Student's Psychosocial Development, KMHQ (1985), and Revised Marlowe-Crowne Social Desirability Scale. Results indicate that: (1) Among college students, seniors, both males and females, are most mature on psychosocial development, and the marked gains occur between the spring semester of the junior year and the fall semester of the senior year. There are sex differences in the process of psychosocial development. For females, the higher their class standing are, the more mature they are; but the males' developing process are not so regular. (2) In general, males are more mature than females. Among seven developmental vectors, females keep up with males only on the fifth vector (freeing interpersonal relationship) and on the sixth vector (developing purpose). (3) There is no difference among students who attend different college in National Taiwan University. (4) College students' maturity on psychosocial development significantly correlated with their mental health.