人际交往能力在青少年心理素质的发展过程中起到非常重要的作用，当前国外现有的人际交往能力量表并不能涵盖中国的社会情景，不能完全符合中国社会发展状态。因此，本研究编制了一套符合中国青少年心理发展状况的人际交往能力测量量表。基于这套量表，我们开展了关于影响中国青少年人际交往能力发展的影响因素的研究。 本研究结合相关研究文献，在Buhrmester编制的人际交往能力问卷的基础上，通过对海淀区教师进修学校附属实验中学、潞河中学、第五十中学、人大附中、绵阳市南山中学、湖南育贤中学 6 所学校共41人逐一实施的关键事件访谈，编码整理出了体现青少年人际交往能力的关键事件和行为，对量表定义和维度的内涵和外延进行扩展，确定了量表维度及各维度定义。参考已有人际交往能力相关量表题目，形成了66个题目的初测量表。经严格的数据施测和处理流程，并对量表进行信效度检验，最终形成了26个题目的正式量表。而后探讨了亲子依恋和主观社会经济地位对青少年人际交往能力的影响，并探讨自尊的中介作用机制。结果表明： （1）通过访谈研究分析、探索性因素分析、验证性因素分析等一系列分析方法编制一套符合中国青少年心理发展状况的人际交往能力量表。青少年人际交往能力量表包含关系建立、适度拒绝、冲突管理、情感支持和自我坦露五个维度，五个因素累计方差贡献率为50.2%，量表的信效度良好。 （2）通过对人际交往能力前因变量的探索，验证了亲子依恋对人际交往能力的预测作用，并发现孩子与父母的依恋关系影响人际交往能力的过程机制，即自尊的中介解释作用。回归分析结果显示，父子依恋正向显著影响青少年人际交往能力，母子依恋正向显著影响青少年人际交往能力。结构方程模型结果显示，父子依恋可以正向预测自尊，母子依恋可以正向预测自尊，自尊可以正向预测青少年人际交往能力。中介效应分析显示，加入中介变量后，父子依恋对青少年人际交往能力的直接效应不显著，母子依恋对青少年人际交往能力的直接效应不显著，自尊在模型中完全中介效应显著。 （3）发现了主观社会经济地位能够通过影响自尊进而影响青少年人际交往能力的发展。回归分析结果显示，主观社会经济地位正向显著预测青少年人际交往能力。结构方程模型结果显示，主观SES可以正向预测自尊，自尊可以正向预测青少年人际交往能力。中介效应分析显示，加入中介变量后，主观SES对青少年人际交往能力的直接效应不显著，自尊在模型中完全中介效应显著。 本研究充实了人际交往能力、亲子依恋和社会经济地位研究的成果，为青少年本身和家长等提供有针对性的、有效的建议，为青少年人际交往能力发展起到积极的作用。

Interpersonal competence plays a very important role in the development of adolescents' psychological quality. The current foreign interpersonal competence scale does not cover China's social scene and cannot fully comply with the state of social development in China. Therefore, this study has developed a set of interpersonal competence scales that are consistent with the psychological development of Chinese adolescents. Based on this scale, we conduct a study on the influencing factors affecting the development of Chinese adolescents' interpersonal skills. Based on the relevant research literature, this study was based on the questionnaire on interpersonal skills prepared by Buhrmester. Through key interviews conducted by 41 students from 6 schools in the Haidian District Teacher Training School Affiliated Experimental Middle School, Luohe Middle School, the 50th Middle School, the People's Middle School, Nanshan Middle School in Mianyang City, and Hunan Yuxian Middle School. The code clarifies the key events and behaviors that reflect adolescents’ interpersonal skills. We extend the connotation and extension of the scale definitions and dimensions, and determine the scale dimensions and the definition of each dimension. With reference to the existing interpersonal skills related scale topics, a preliminary measurement table of 66 topics was formed. After strict data measurement and processing procedures, the reliability and validity of the scale was tested, and a formal scale of 26 topics was finally formed. Then it discusses the influence of parental attachment and socioeconomic status on adolescent interpersonal skills, and explores the intermediary mechanism of self-esteem. The results show: (1) Develop an interpersonal communication ability scale that meets the psychological development status of Chinese adolescents through interview analysis, exploratory analysis, confirmatory analysis, project analysis, and reliability and validity test analysis. The Adolescent Interpersonal Competence Scale includes five dimensions: relationship establishment, appropriate rejection, conflict management, emotional support, and self-disclosure. The cumulative contribution rate of the five factors is 50.2%. The reliability and validity of the scale are good. (2) Through the exploration of the interdependent variables of interpersonal communication ability, the predictive effect of parent-child attachment on interpersonal communication ability was verified, and it was found that the attachment relationship between children and parents affected the interpersonal communication process mechanism, that is, the intermediary interpretation of self-esteem. Regression analysis showed that parental son attachment significantly affected adolescents' interpersonal skills, and maternal and child attachment positively affected young people's interpersonal skills. The results of the structural equation model showed that paternal attachment can positively predict self-esteem, mother-child attachment can positively predict self-esteem, and self-esteem can positively predict adolescent interpersonal skills. Mediation analysis showed that the direct effect of paternity attachment on adolescent interpersonal skills was not significant, and the direct effect of maternal and child attachment on adolescent interpersonal skills was not significant. Self-esteem has a significant mediating effect in the model. (3) The results show that socio-economic status can also affect self-esteem while affecting the development of adolescent interpersonal skills. The regression analysis results show that subjective socioeconomic status positively influences adolescent interpersonal skills. Structural equation model results show that subjective SES can positively predict self-esteem and self-esteem can positively predict adolescent interpersonal skills. Mediation analysis showed that the direct effect of subjective SES on adolescent interpersonal skills was not significant. Self-esteem had a significant mediating effect in the model. This research enriches the research results of interpersonal competence, parent-child attachment and socioeconomic status, and provides targeted and effective advice for young people themselves and their parents, and plays an active role in the development of adolescent interpersonal competence.