为探究当前高中生个性社会性的发展现状，考察高中生最主要的三种人际关系——亲子、同伴和师生关系对其个性社会性发展的影响，研究使用自编的人口统计学问卷、《高中生个性社会性发展量表》、《亲子亲密度量表》、《青少年同伴依恋量表》和《师生关系问卷》对805名北京的高中学生进行问卷测量，最终收到有效数据共794份。通过方差分析和结构方程模型比较，研究者发现：高中生总体的个性社会性发展并不存在显著的性别差异、学校类型差异和年级差异；亲子关系、同伴关系和师生关系与高中生的个性社会性发展水平均成显著的正相关关系；三种人际关系均能显著正向地预测高中生的个性社会性发展水平，且师生关系和同伴关系对高中生个性社会性发展的预测作用大于亲子关系。

In order to investigate the status quo of the personal and social development of high school students, and to explore the effect of their main three interpersonal relationships – parents-children, peer and teacher-student relationships on the personal and social development, researchers surveyed 805 high school students in Beijing with the help of questionnaires of demographic, Personal-social Development Inventory, the Parents-children closeness scale, the Inventory of Peer Attachment and the Teacher-student relationship questionnaire, and finally received 794 valid data. Through the analysis of variance and structural equation model, researchers found that the personal and social development of high school students is generally no significant differences in gender, school types and grades; Parents-children relationship, peer relationship and teacher-student relationship have a significant positive correlation with the level of the development; And these three interpersonal relationships are all significant positive predictors of the personal and social development of high school students, while the teacher-student relationship and peer relationship have more powerful impacts than the parents-children relationship.