本研究之主要目的在探討多元方式入學的高中學生學業成就與生活適應現況，並加以比較，並依據研究結果提出結論與建議，提供教育行政機關研訂高中多元入學管道及學校加強輔導工作之參考。依據研究目的，本研究以文獻分析法了解學業成就與生活適應之理論及相關研究，以問卷調查法探究多元式入學之高中學生生活適應情形，分就適應問題、因應方式及適應狀況比較其差異，並藉學業成績資料蒐集以分析多元方式入學之高中學生學業成就之差異情形。本研究調查對象為台北市十所公立高中高一1408位學生，將調查所得資料進行下列分析：次數分配、變異數分析：F分數、薛費法事後比較、t分數，考驗、等級相關以探討各變數之間的關係。綜合上述研究過程，本研究提出下列結論：一、在高中學生之學業成就上，經由高中聯招進入高中的學生成績優於自學方案分發學生，而經由推薦甄選進入高中的學生成績也優於自學方案分發的學生。二、在高中學生的適應問題上，不同入學方式的高中學生主要差異在課業方面；不同性別的高中學生主要差異在人際交往方面；不同居住地區的高中學生主要差異在食住方面。三、在高中學生的因應方式上，不同入學方式的高中學生主要差異在否認事實、逃避問題及心理解脫三方面；不同性別的高中學生主要差異在接納與成長、尋求具體支持、消極因應、逃避問題、尋求情感支持、壓抑行為、抑制因應及心理解脫等八方面；不同居住地區的高中學生主要差異在否認事實與積極因應兩方面。四、在高中學生因應狀況上，不同性別的高中學生彼此間有顯著差異，且高中男生比高中女生心理健康。而在不同入學方式和不同居住地區則差異不顯著。五、在高中學生適應問題的排序上，無論不同入學方式、不同性別或不同居住地區之高中學生，最感困擾問題的排序都是課業、就業前途及時間支配三項，非常一致。六、在高中學生因應方式的排序上，無論不同入學方式、不同性別或不同居住地區之高中學生，在因應方式上均以接納與成長居首，尋求具體支持居次，而排序最後則為否認事實。根據上述結論提出以下數點建議以供參考分述如下：一、對教育行政機關(一) 高中入學方式已試辦多元，可考慮自學方案存廢(二) 未加速研究實施高中學區制，宜減少非居住台北市同學之食住問題困擾。二、對學校本身(一) 加強學校輔導工作，尤其高一階段之教育輔導。(二) 有效推展生涯輔導，並從國中做起。(三) 積極輔導學生自我成長，正視休閒活動。(四) 試行同儕輔導，運用同儕力量影響。三、對研究者本身(一) 不同方式入學的高中學生在生活適應與學業成就上之比較，宜長期追研究。(二) 在今後之研究可加強生活適應與學業成就之比較，並加入父母社經地位之變項。

The main purpose of conducting this research is to study and compare the academic achievement and life adjustment of students admitted to senior high schools via multiple ways of entering schools. In the meantime, conclusions and suggestions based on the results of this research will be presented to educational administrative authorities as a guide to making policy of multi-channel entrance to senior high schools and to the strengthening the function of counseling in school..According to this purpose, documentary analyses are used to understand the theory and correlative study of students' academic achievement and life adjustment.Also, questionnaire surveys are adopted to investigate how well the students adjust themselves in school life. Differences in life adjustment, strategy coping and state of adaptation are the focus of the questionnaire. Besides, the collecting of academic records is also an important way to find out the differences of academic performances among these students. Sample students are 1,408 Senior I students from ten public senior high schools in T aipei. To find out the relationships among the variables, following analyses are made on the basis of all data gathered in the research: frequency distribution, one-way ANOVA: F fraction, Scheffe's method, T-score, Chi-square test, and rank-order correlation.To sum up the above researching process, conclusions are made as follows:I. In terms of academic achievement: Students who enter senior high school via Joint Senior High Entrance Examination score higher than those who via volunteer-study policy. Meanwhile, students who enter school via screening test also do better than the volunteer-study policy students.II. In terms of life adjustment: Students via different ways of entering school show difference in school lessons. Students between the sexes show difference in socialization, and those from different residential areas show difference in food and shelter.III. In terms of response: Students via different ways of entering school react differently to truth denial, behavioral disengagement, and mental disengagement. Students between the sexes react differently to accepting and growing, seeking instrumental social support, suppression of competing activities, seeking emotional social support, behavioral suppression, restraint coping, and mental disengagement. And those from different residential areas react differently to truth denial and active coping.IV. In terms of adaptation: There is great difference between the sexes of senior high school students, and boys are mentally healthier than girls. Students entering schools via different ways or living in different areas show little difference.V. In terms of problems in self adjusting: Students all feel troubled at school lessons, future career, and time management no matter how they enter the school, what their sex is, or where they live.VI. In terms of coping strategy: No matter how students enter the school, what their sex is, or where they live, accepting and growing is first employed. Seeking instrumental social support is the next solution, and denial is the last.Based on the above conclusions, following suggestions are made to serve as a guide to educational administrative authorities and school counselors.I. To educational administrative authorities: 1. With so many years' experiment in multiple ways of entering senior high school, it is time to consider keeping or abolishing the volunteer-study policy. 2. Before going further with the study of implementing district senior high school system, the authorities had better solve accommodations problems of those who live in areas other than Taipei.II. To school authorities: 1. Lay more emphasis on student counseling service. Education counseling for students in their first year in senior high is particularly important.2. Promote career counseling effectively and this should be done when students are still in junior high. 3. Actively help students to become mature mentally and to put a premium on leisure activities.4. Try peer group counseling and apply peer group influence.III. To the researcher: 1. Long periods of investigation and study of students' life adjustment and academic achievement should be made when the comparing students via different ways of entering schools. 2. Put more emphasis on comparing students in life adjustment and academic achievement. The variables of parents' social and financial status can also be taken into consideration.