本研究提出以基本心理需求為自變項，青少年復原力與學業復原力為中介變項，生活適應為依變項的假設模式。以國內國中生為研究對象，探討各變項間的關係，並檢驗復原力與學業復原力在基本心理需求與生活適應間的中介效果。
研究以問卷調查法收集資料，以北北基桃之在學國中生為研究對象，採方便取樣的方式進行抽樣，共取得522份有效樣本。測驗工具有基本心理需求量表、青少年復原力量表、學業復原力量表與中學生生活適應量表。以獨立樣本ｔ檢定、單因子變異數分析、皮爾森積差相關分析、階層迴歸分析與拔靴法進行統計考驗。根據研究假設所得之結果如下：
性別在青少年復原力與學業復原力有顯著差異，其中同理心與人際互動是女生大於男生，而希望與樂觀、學業復原力是男生大於女生。年級在基本心理需求總分、能力感、聯繫感、家庭適應、希望與樂觀達顯著差異，且都是七年級顯著高於八、九年級生。在自主感、人際關係也達顯著差異，皆是七年級大於八年級。國中生之基本心理需求、復原力與生活適應有顯著的相關。國中生之基本心理需求（三個分量表）與復原力（五個分量表）對生活適應有顯著的預測。國中生之復原力（五個分量表）在基本心理需求（三個分量表）與生活適應間有顯著的中介效果。其中問題解決與認知成熟、同理心與人際互動在自主感與生活適應間有顯著的中介效果。問題解決與認知成熟、同理心與人際互動、情緒調節在能力感與生活適應間有顯著的中介效果。問題解決與認知成熟、同理心與人際互動、學業復原力在聯繫感與生活適應間有顯著的中介效果。
最後，本研究針對結果提出討論，以及對實務與研究上的建議。

We propose a hypothetical model in this study. We treat basic psychological needs as the independent variable, adolescent resilience and academic resilience as the mediation variable, life adjustment as the dependent variable. Invited domestic middle school students as the research participants, we explore the relationship among those variables. Moreover, we examine the mediation effect of resilience and academic resilience between basic psychological needs and life adjustment.
We conduct the questionnaire survey by taking Taipei City, New Taipei City, Keelung City and Taoyuan City middle school students as the research participants by convenient sampling. Finally, and a total of 522 valid samples are obtained. The research tools include the Basic Psychological Needs Scale, the Inventory of Adolescent Resilience Scale, the Academic Resilience Scale and the Life Adaptation Scale for Junior High School Students.
In order to verify the hypothesis, independent sample t test, One-way ANOVA analysis, Pearson correlation, hierarchical regression, and bootstrapping were used for the statistical test. The results based on the research hypothesis are as follows:
There are significant difference between gender in adolescent resilience and academic resilience. Among them, empathy and interpersonal interaction are greater in girls than boys. Furthermore, hope and optimism, academic resilience are greater in boys than girls. There are significant differences in the total score of basic psychological needs, competence, relatedness, family adaptation, hope and optimism among different grades, and the score of 7th grade student is significantly higher than the (score of) 8th and 9th grade students. There are also significant differences in autonomy and interpersonal relationships, both are greater in the 7th grade than 8th grade. The basic psychological needs, resilience and life adjustment are significant related in middle school students. The basic psychological needs (three subscales) and resilience (five subscales) of middle school students can significantly predict the life adjustment of middle school students. The resilience of middle school students (five subscales) causes a significant mediating effect between basic psychological needs (three subscales) and life adaptation. Among them, problem solving and cognitive maturity, empathy and interpersonal interaction can cause significant mediating effects between autonomy and life adjustment. Problem solving and cognitive maturation, empathy and interpersonal interaction, emotion regulation can cause significant mediating effects between competence and life adjustment. Problem solving and cognitive maturity, empathy and interpersonal interaction, academic resilience can cause significant mediating effects between connection and life adjustment.
Finally, the study provides a discussion of the results and recommendations for practice and research.

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