本研究的目的為瞭解本國青少年的獨處情況，並利用背景變項和相關因素與其獨處經驗間的關係，探索青少年獨處經驗個別差異的原因。 本研究同時採質化與量化兩種研究方法進行研究，在質化的部份，首先對於三所高中職學校之在學學生分別進行三次焦點團體訪談，此訪談的目的為蒐集本國青少年獨處經驗之本土化意涵，並輔以參考文獻，編擬「青少年獨處經驗類型問卷」；在量化的部份，採問卷調查法，首先實施預試，得高中生樣本 108份有效問卷，將預試結果分析後進行問卷修改，爾後在正式施測時，選取台灣北部地區八所高中職學生，施以「青少年獨處經驗類型問卷」、「情緒創造力量表」、「自尊量表」、「憂鬱量表」以及「學習動機量表」，得有效問卷 933份進行統計分析。 有效樣本經以描述統計、t考驗、單因子變異數分析、皮爾森積差相關、多元迴歸分析等方法進行分析比較，主要研究結果茲分述如下： 一、青少年的獨處經驗是多元的，其中，獨處經驗頻率最高的為「分散注意力型」、其次為「回顧型」；而頻率最低的獨處類型則是「靈性型」；而青少年主觀評定「分散注意力型」為重要性程度最高的類型，其次為「隱匿型」、「回顧型」。 二、不同背景變項之青少年在獨處類型經驗頻率上有差異。 三、不同背景變項之青少年在獨處類型的重要性感受程度上有差異。 四、不同獨處類型經驗頻率之青少年在情緒創造力、自尊、憂鬱以及學習動機上有差異 。 五、青少年的情緒創造力、自尊、憂鬱以及學習動機與其獨處類型的重要性感受程度有顯著相關，這些相關因素同時也對獨處類型的重要性感受程度有顯著的預測性。 本研究根據研究結果提出建議，供諮商輔導實務及未來研究參考。 / The purpose of this study is to understand the solitude experiences of teenagers in Taiwan and explore the reasons of the individual differences of the solitude experiences through the background variables and related factors. This research combined the qualitative and quantitative research methods. For the qualitative approach, three focus group interviews were held to discuss and explore the local concepts and meanings of solitude experiences for teenagers. Then the “Solitude Experience Types of Teenagers Questionnaire” construct was developed according to the literature and the focus group interviews discussions. For the quantified research, this research conducted a questionnaire survey. First, 108 senior high school students were chosen as pre-test samples and the questionnaires were corrected and developed by the pre-test result. The subjects were 933 students from eight senior high schools in northern Taiwan. Data were analyzed by using the method of descriptive and inferential statistics, t-test, ANOVA, correlation analysis, and multiple stepwise regression analysis. The main results were summarized as follows: 1. The solitude experiences of teenagers are diverse. The most frequent solitude type is “diversion”, and the least one is “spirituality”. The most important solitude type is also ” diversion”, and the second and third one are” anonymity” and “reflection”. 2. Teenagers with different backgrounds were significantly different in the frequency of solitude types. 3. Teenagers with different backgrounds were significantly different in the importance of solitude types. 4. Teenagers with different frequency of solitude types were significantly different in the extent of emotional creativity, self-esteem, depression and the motivation of learning. 5. The emotional creativity, self-esteem, depression and the motivation of learning are significantly correlated with the importance of solitude type of teenagers, and there are also some significant predictabilities among them. Finally, based on the findings of the study, the researcher made some practical strategies for education and some suggestions for further studies. Key words: solitude experience, solitude types