本研究以大学生为研究对象，从北京四所大学随机抽取了大一到大四1052名学生作为研究被试。对大学生感知的父母冲突、自我分化水平、宿舍冲突应对方式和恋爱冲突应对方式进行了测查，采用问卷调查的方式收集数据，并利用 SPSS 17.0 和 AMOS 20.0 软件进行方差分析、相关及回归分析、结构方程模型分析，以探讨大学感知到的父母冲突对大学生人际冲突处理的影响，以及自我分化在两者之间所起的作用，研究结论如下：（1） 大学生宿舍冲突应对方式现状为：大学生在宿舍人际冲突中使用最多的是合作其次是顺从和回避，使用最少的是竞争；在性别上存在显著差异：男生比女生更多地使用竞争应对方式；在年级上存在显著差异：大四学生使用顺从、竞争和回避的方式显著高于大三、大二和大一学生；在家庭结构上存在显著差异：单亲家庭的学生选用竞争方式显著多于完整家庭和重组家庭的学生。（2） 大学生恋爱冲突现状及恋爱冲突应对存在性别、年级和家庭结构差异：男生较女生感知更多的恋爱冲突，且在恋爱冲突应对方式上，女生比男生更倾向于使用相互沟通的方式，而男生比女生更容易使用“相互回避”的方式；在“要求-回避”这种恋爱双方一趋一避的应对方式中，大四学生的频率均显著高于大一、大二和大三学生；且在 “要求-回避”及“相互回避”维度上，完整家庭的频率显著高于重组家庭。（3） 大学生感知的父母冲突、自我分化水平以及宿舍冲突应对方式的关系为：大学生感知的父母冲突与其自我分化水平成显著负相关,即大学生感知的父母冲突越多其自我分化水平越低；父母冲突与宿舍冲突应对的三个方式（竞争、顺从和回避）成显著正相关，即父母冲突水平越高，大学生在宿舍冲突中使用竞争、顺从和回避的频率就越高。自我分化水平与宿舍冲突应对方式-合作成显著正相关，自我分化水平与其它三种宿舍冲突应对方式（顺从、竞争和回避）成显著负相关，且具有负向预测作用，即高自我分化水平者更倾向使用合作这种积极的应对方式，而低自我分化水平者更倾向使用消极的应对方式（顺从、竞争和回避）。（4） 大学生感知的父母冲突、自我分化水平、恋爱冲突现状及恋爱冲突应对的关系为：大学生感知的父母冲突与大学生在恋爱冲突中使用“相互沟通”方式成显著负相关，且具有负向预测作用；与大学生的“恋爱冲突现状”、“要求-回避”和“相互回避”成显著正相关，且具有正向预测作用；自我分化水平与“相互沟通”成正相关，且对“相互沟通”具有正向预测作用；与“恋爱冲突现状”、“要求-回避”和“相互回避”成显著负相关，且自我分化对这三项均具有负向预测作用。在大学生恋爱冲突中，对于冲突现状，父母冲突中的冲突特征起到了显著的预测作用，冲突评价不起预测作用，但在对于大学生恋爱冲突应对方式的选择，父母冲突中的冲突特征不起预测作用，冲突评价起到显著预测作用。（5） 通过结构方程模型分析显示，大学生感知的父母冲突对大学生宿舍冲突应对方式（竞争、顺从和回避）、恋爱冲突应对方式（要求-回避、相互回避）均产生直接影响，在宿舍冲突应对中，父母冲突也通过自我分化间接影响大学生宿舍冲突应对方式中的竞争和回避方式（父母冲突→自我分化→竞争和回避），但对顺从方式不具有间接作用。在恋爱冲突应对方式中，父母冲突和自我分化对相互沟通的作用均不显著，父母冲突对要求-回避及相互回避均产生直接作用，但通过自我分化对要求-回避产生间接作用（父母冲突→自我分化→要求-回避），而对相互回避不具有间接作用。

In order to explore the influence of college students’ interpersonal conflict treatment methods which were caused by their parental conflict and the effect of self-differentiation among them. The quantitative study selected 1052 college students who were from freshmen to senior randomly from 4 universities in Beijing to be tested about their parental conflict, self-differentiation and interpersonal conflict treatment methods. This study was analysed the data by SPSS17.0 and AMOS20.0. It found:(1) Overall, during the college students, when they face the dormitories interpersonal conflict, the most way chose was cooperation and the next were obedience, avoidance, competition. There were significant gender, grade, major and family structure differences in scores of dormitories interpersonal conflict treatment methods: the boys’ total scores of dormitories interpersonal conflict treatment methods were significantly higher than girls’, and the boys’ scores of use of competition were significantly higher than girls’; the senior’s scores of use of competition, obedience , and avoidance were significantly higher than freshmen’s , sophomore’s and junior’s; the students majored in science, whose scores of use of competition were significantly higher than those students majored in arts, engineering and medicine, and the students majored in medicine, whose scores of obedience were significantly higher than those students majored in arts and engineering; the sores of the students from single parent family on use of competition were significantly higher than those from intact family and step family.(2) There were significant gender, grade and family structure differences in scores of love relationship conflict treatment methods: the love relationship conflict perceived by boys significantly more than girls’; and then on the communication methods, girl were more likely to use mutual communication than boy, and boy were more likely to use “one demand communication, but the other one withdraw” than girl; on ill communication such as “mutual withdraw” and “one demand communication, but the other one withdraw”, the scores of senior more than freshmen, sophomore and junior; on “ I demand, he/she withdraw”; on ill communication such as “mutual withdraw” and “one demand communication, but the other one withdraw”, the scores of the students from intact family were significantly more than step family.(3) Interparental conflict were negatively related to self-differentiation, and Interparental conflict were positively related to three kinds of dormitories interpersonal conflict treatment methods（competition, obedience and avoidance）, then can predicate dormitories interpersonal conflict treatment methods significantly; self-differentiation were negatively related to competition, obedience and avoidance, but were positively related to cooperation. (4) Interparental conflict were negatively related to “mutual communication ” facing the love relationship conflict; Interparental conflict were positively related to college students’ love relationship conflict and those ill communication items(including“ I demand, he/she withdraw”,“ he/she demand, I withdraw” and “mutual withdraw”); self-differentiation were positively related to a mutual communication, and self-differentiation were negatively related to college students’ love relationship conflict ,“ I demand, he/she withdraw” and “ he/she demand, I withdraw”. Interparental conflict and self-differentiation can predicate love relationship conflict and treatment methods significantly. During the Interparental conflict, only the conflict properties can predicate love relationship conflict situation significantly, but conflict properties and conflict appraise can predicate love relationship conflict treatment methods significantly. (5) The results of structural equation mode indicated that Interparental conflict can affect dormitories interpersonal conflict treatment methods(cooperation, competition, obedience and avoidance) and love relationship conflict treatment methods (ill communication and mutual withdraw)directly, also affect dormitories interpersonal conflict treatment methods and love relationship conflict treatment methods indirectly throng self-differentiation as mediation variable. The paths as follow: Interparental conflict→self-differentiation →cooperation, competition and avoidance; Interparental conflict→self-differentiation →ill communication(“ I demand, he/she withdraw”,“ he/she demand, I withdraw”).