本研究旨在探討國中生個人背景變項、壓力源、因應方式與生活適應之關係。為達成研究目的，首先蒐集有關文獻，加以研覽與分析，據之作為本研究架構的理論基礎。在實徵研究方面，以台北縣八所公私立國中之一至三年級820名男女學生為受試者，以自編的「國中學生生活經驗調查表」及「曾氏心理健康量表」為研究工具，進行問卷調查。所得資料以次數分配、多變項變異數分析、單變項變異數分析、t考驗、典型相關及多元迴歸等統計方法加以處理。依分析結果發現：
國中主要壓力源為學業方面，其次為異性交往和個人方面。
國中生最常採取的因應方式為「聽天由命」，其次為「逃避現實」、「尋求社會支持」、「解決問題與正向闡釋」，而最少使用「邏輯思考與自我控制」。
國中男生與女生之壓力源，並未有顯著之差異。
不同年級的國中生，其壓力源會有顯著不同，而其差異主要來自「個人因素方面」。國三學生在個人因素方面壓力源之平均值(4.22)明顯高於國二學生(3.69)及國一學生(3.25)。
升學意願只有國中畢業的國中生，在「家庭方面」、「一般人際方面」及「個人因素方面」的壓力源明顯高於升學意願為高中職、專科或大學以上的國中生。
父母教育程度為中等組的國中生，所感受到學業方面的壓力源，為三組中最高者；而父母教育程度為高分組的國中生，所感受到學業方面的壓力源，為三組中最低者。
國中男女生之因應方式呈現顯著之差異，而無論正向或負項之因應方式，女生皆較男生更常使用。
國一學生在「邏輯思考與自我控制」及「尋求社會支持」兩項因應方式上明顯高於國二及國三學生。而國三學生在「逃避現實」的因應方式上明顯高於國一及國二學生。
升學意願為大學(含以上)的國中生，在「邏輯思考與自我控制」、「尋求社會支持」、「逃避現實」及「解決問題與正向闡釋」四項因應方式上，得分明顯高於其他三組的國中生。而升學意願為國中畢業的國中生，則在「聽天由命」的因應方式上，得分明顯高於其他三組。
國中男生的生活適應較女生為佳。
國中生之生活適應，並未隨著年級之不同而有差異。
升學意願越高的國中生，生活適應越差。其中有兩組的差異達到顯著水準。升學意願為大學（含以上）國中生之生活適應較升學意願為高中職或專科之國中生為差。
國中生之生活適應，並未隨著父母教育程度之不同而有顯著差異。
國中生的壓力源及因應方式都可有效地預測或解釋生活適應；研究者建構的「壓力源→因應方式→生活適應」之徑路分析，得到初步支持。
依據文獻探討的心得，及本研究之結論，提出以下幾項建議：
一、有關教育與輔導之建議
(一) 改善學生學習效率，以紓緩學業方面的壓力
(二) 舉辦親職教育，以紓緩家庭方面的壓力
(三) 落實兩性教育課程，以舒緩兩性方面的壓力
(四) 增進學生自我認識，以紓緩個人身心壓力
(五) 增進學生因應壓力的能力
二、有關進一步研究之建議
(一)取樣之改進
(二)研究變項之改進
(三)進行縱貫之研究
(四)生活適應模型的再檢定

The purposes of this study were to investigate the stressors, the coping strategies and life adjustment of Taipei County’s junior high school students.
Adopted “Junior High School Student Life Experience Inventory”, “Junior High School Student COPE Scales” were used as measurements and “Zung’s Self-Administered Anxiety and Depression Scale” as well. 820 students were sampled from junior high schools in Taipei County. Data were analyzed by frequency distribution, χ2-test, MANOVA, one-way ANOVA, t-test, canonical correlation, multiple regression and stepwise regression.
From the methodology the conclusions were obtained as followed:
1.The main stressors of junior high school students were from studying.
2.The coping strategies which junior high school students used most frequently were “acceptance” and “escape-avoidance”. And the coping strategy used least frequently was “self-control”.
3.The sex was not a significant predictive factor identifying the stressors, while the grade, the further study expectation and parents’ education degree were.
4.The sex, the grade, the further study expectation and parents’ education degree were significant predictive factors in coping strategies.
5.The sex and the further study expectation were significant predictive factors in life adjustment, while the grade and parents’ education degree were not.
6.The stressors and coping strategies of junior high school students could effectively predict or explain life adjustment; therefore, the path analysis of “stressors→coping strategies→life adjustment” was initially proved.
According to these findings, some suggestions for educational guidance and educational administration were proposed. Moreover, recommendations for further studies were offered in this thesis.

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