本研究研究目的：探討青少年的學校生活適應、情緒調節與基本心理需求之間的關聯性，主要檢視不同學校生活適應力之青少年使用情緒陶冶策略的差異情形，以及情緒陶冶在學校生活適應與基本心理需求之間之中介效果。研究方法：採用問卷調查法，以「學校生活適應量表」、「情緒陶冶量表」與「基本心理需求量表」為研究工具，研究參與者為340位在學青少年樣本，並使用拔靴法（bootstapping）分析中介效果。研究結果：1.不同學校生活適應力之青少年使用情緒陶冶策略有差異，高適應之青少年在了解情緒陶冶內涵與陶冶情緒策略兩種情緒調節策略之使用頻率最高，中適應青少年次之，低適應青少年最低；2.情緒陶冶部分中介學校生活適應對基本心理需求之影響；3.不同學校生活適應力之青少年會傾向使用不同情緒陶冶策略影響基本心理需求的滿足。

The purpose of this study is to explore teenager’s adjustment to school life as well as the relationship between emotional cultivation and basic psychological needs, mainly examining the differences of emotional cultivation strategies between the teenagers with different school life adjustment as well as the mediating effects between emotional cultivation and basic psychological needs of school life adjustment. Methodologies: This study employs questionnaire survey— “School Life Adjustment Scale, SLAS”, “Emotional Cultivation Scale, ECS” and “Basic Psychological Needs Scale, BPNS” as tools—to investigate 340 teenage students and uses boostapping to analyze mediating effects. Results: 1. Teenagers with different school-life adaptability have distinct strategies of emotional cultivation. Teenagers with high adaptability use “Understanding of Emotion Connotations” and “Emotion Cultivating Strategies” most frequently. On the other hand, teenagers with averaged adaptability use these strategies less and the low-adaptability teenagers seldom use them. 2. Emotional cultivation partly mediates the influence of school life adjustment to basic psychological needs. 3. Teenagers with different school life adjustment are inclined to use distinct emotional cultivation strategies that influence the satisfaction of psychological needs.

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