摘要
本研究的目的是為了解外國學生在台灣求學期間可能遭遇的生活適應問題與困擾，以作為未來有效協助外國學生適應台灣環境之參考。研究採橫段式調查，以隨機抽樣方式抽取三所國立大學正式註冊就讀之184名外國學生為研究樣本。資料以ｔ考驗、單因子變異數分析、皮爾森積差相關及多元迴歸等進行分析。茲將本研究之主要發現簡述如下：
一、研究對象在過去的六個月中經驗及感受到的最困擾生活壓力事件為學校課業；而最常採用「邏輯思考正向情緒」的因應方式去面對壓力；其最主要的社會支持者為朋友，自覺社會支持種類中以情緒性支持的幫助最大。
二、當研究對象面對的生活壓力愈大時，愈常採取負向的因應方式；而社會支持愈好者，則較常以正向的因應方式來面對生活壓力。
三、當研究對象客觀與主觀之生活壓力愈大時，其一般適應、生理適應及心理適應都較差；較常以正向因應方式面對生活壓力者，其一般適應、生理適應及心理適應皆較良好；研究對象的訊息性支持愈多者，其生理適應較好。
四、生活壓力與因應方式對一般適應具有解釋力；性別、國籍、生活壓力及訊息性支持對生理適應具有解釋力；性別、年齡、生活壓力及因應方式對心理適應具有解釋力。
根據研究的結果，建議在未來教育及行政上，應加強對外國學生的生活輔導；而研究上應著重量表的制定及個別化、介入性的研究。

International students' adjustment in Taiwan.
By Feng-Lee Li
Abstract
This study was sought to examine the adjustment problems that international students encounter in Taiwan. The cross-sectional survey research method was used in the study. Three national universities with international students in Taipei region were randomly selected, and 184 valid samples were collected with a self-administrated questionnaire. The methods used to analyze the data were t-test, One-way ANOVA, Pearson's product-moment correlation, and Multiple Regression. The major findings of this study were as follows:
1.The major stress found in the subjects in the past six months was school events; the most command coping strategy that the subjects have used to face their stress is logistic thinking and positive emotion; and the main social support source for them is their friends, specially valid in emotional support.
2.The higher the level of stress faced, the more negative coping strategies were used by the subjects; the better the social support system that the subjects have, the more positive coping strategies they used in the past six months.
3.The higher the level of stress was examined, the worse forms of adjustment were found; when more positive coping strategies were used, a better level of adjustment was detected.
4.Sex, age, nationality, life stress, coping and social support were predictable variables of adjustment for the subjects.
Base on the findings of the study, related suggestions for further study is brought to administrators, educators and researchers in chapter 5.

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