本研究的目的有二，一是編製一份高中（職）學生人際知覺量表並建立常模；二是探討後設溝通訓練對於增進高中（職）聽障學生之人際知覺效果與後設溝通策略的使用情形。
本研究常模與實驗教學樣本均取自台北市公私立高中（職）學校高一至高三學生，常模樣本為一般學生，共計有效樣本1510人，實驗組與控制組聽障學生樣本各為十五人。
研究工具包括：高中職學生人際知覺量表、教師評高中職學生人際知覺量表、家長評高中職學生人際知覺量表、同學評高中職學生人際知覺量表、單元學習調查表、人際知覺研習活動回饋單。
實驗組受試接受每次三小時，共八次的後設溝通課程訓練，教學過程使用口語並輔以文字或肢體語言說明，學生討論的過程均以攝影機做同步錄影，並使用人際歷程回憶法進行後設溝通歷程的討論。
資料分析包括曲線圖，共變數分析、相依樣本t檢定等，用以說明實驗組受試，接受實驗教學後其人際知覺能力與後設溝通能力增進的情形。
研究主要的發現如下：
1.量表信度：重測信度（.72~88），內部一致性a係數(.72~.84)。
2.量表效度：年級的差異比較結果發現得分隨年級增加而有遞增的趨勢；不同群體的差異比較，結果為耳聰學生顯著的優於聽障學生（F=9.95, p<.01）；不同類組評量者評量同一對象之人際知覺能力所得之相關係數介於-.40~.41之間，顯示和受試不同親密度的評量者，對其人際知覺有非常不同的看法；同一評量者評量同一對象之人際知覺能力結果得相關係數父母為r=.79,p<.01,教師：r=.81,p<.01, 同學：r=.79,p<.01，表示同一評量者對於受試的各項人際知覺能力看法相當一致。
3.量表常模：全量表與分量表常模的建立包括一年級常模與二、三年級合併常模。
4.實驗組受試在人際知覺量表全量表後測得分顯著優於控制組(F=10.18, p<.01)。
5.實驗組受試在人際知覺量表分量表一、二、四的後測得分均顯著優於控制組(F=9.87, p<.01、F=7.15, p<.05、F=6.08, p<.05)，分量表三後測得分與控制組無顯著差異(F=3.13, p>.05)。
6.後設溝通的使用情形，最後一次教學後的評量顯著的優於第一次教學後的評量(t=-6.90, p<.001)。
此外也就人際知覺教學回饋單整理的結果加以討論，最後就本研究的結果，提出結論與建議。

Effects of a Metacommunication Training course
on Improving the abilities of interpersonal
perception and metacommunication of high
school hearing-impaired students
Hsiao-Fen Chang
Abstract
The purposes of the study were as follow:
1. To establish the standardized norms of Interpersonal Perception Inventory(IPI) for high school students.
2. To examine the effects of a metacommunication training course on interpersonal perception and metacommunication abilities of hearing-impaired students.
All of the norms, experiment and control subjects were sampled among grade 1, 2, and 3 in private or public high schools or vocational high schools from Taipei area. The norm subjects included 1510 general students. The subjects hearing impaired students in experiment and control groups included 15 for each group.
The major instruments were the researcher edited questionnaires such as IPI, IPI checklists (for subject’s teacher, parents, and classmates), a unit learning checklist, and feedback questionnaire.
The experiment group participated in eight sessions of the training course, three hours for one session. Teaching process was verbal and combined with some writing and body languages. Students discussion process were collected through video taping. IPR(interpersonal process recall) method was used to discuss the process of metacommunication.
Data was analyzed by curve, one way covariance, and t-test. The main findings of the study were as follows:
1.The IPI reliability: Test-retest reliability varies from .72 to .88, Cronbach αcoeffici- ent .72 to .92.
2.The IPI validity: Higher the grade was, higher the scores became. Compaired groups scores of IPI showed normal hearing students score significantly higher than hearing-impaired students(F=9.95, p<.01). Different scorers (parents, teachers, and classmates) view on same student’s correlation -.40~.41, showing different views causing of different relationship with the same subject. Same scorers view on same students with two traits :parents r=.79, p<.01; teachers r=.81, p<.01; classmates r=.79, p< .01。
3.IPI norms: There are two norms for IPI. One is grade 1, and the other is combined grade 2 and 3.
4.The scores of hearing-impaired students in the experiment group were higher than that of those who were in the control group (F=10.18, p<.01).
5.The experiment group post-test scores of IPI in Subscales 1, 2, and 4 showed significantly higher than control group, but subscale 3 was of no difference between the two groups.
6.The metacommunication strategies scores showed the last session was significantly higher than the first session.

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