中文摘要：

目的 调查自考生社会支持水平的差异，探讨其依恋类型与社会支持的关系。方法 采用两种成人依恋问卷（关系问卷RQ和亲密关系经历量表ECR），以及社会支持量表，对419名自考生进行测试。结果 （1）自考生总的社会支持为（37．06±6．40）分，客观社会支持（8．86±2．47）分，主观社会支持（20．59±3．99）分，社会支持的利用度（7．63±1．81）分；（2）依恋回避与社会支持各指标之间都呈显著负相关[与总的社会支持的相关系数是-0．327，客观支持-0．254，主观支持-0．243，支持利用度-0．284]，P＜0．01；自考生的依恋焦虑与社会支持之间没有显著的相关。结论 依恋类型影响自考生的社会支持水平，包括对社会支持的主观理解和利用。

英文摘要：

Objective To evaluate social supports among self-learning students and explore the relationship between aduh attachment type and social support of the self-learning student. Methods Adult attachment scales （including RQ and ECR） , and the Social Support Scale were used to evaluate both the attachment type and social support of 419 self-learning students. Results The scores of total, objective, subjective and availability of social supports were 37.06 ± 6.40, 8.86 ± 2.47, 20.59 ± 3.99 and 7.63 ± 1.81 respectively. Attachment avoidant is negativaly related with social support （ P 〈 0.01 ）, with the coefficients of - 0. 327, - 0. 254, - 0,243 and - 0,284 for the total, objective, subjective and availability of social support respectively; however, attachment anxiety is not significantly correlated with the four indexes of social support. Conclusion Adult attachment influences the social support of self-learning students, including objective support and support available.