本研究旨在瞭解軍校新生之學習與讀書策略，藉前後測之比較檢視軍校新生學習與讀書策略的改變，並進而探討學習與讀書策略與學業成績及心理健康的關係。本研究以中正理工學院87學年度入學之所有新生爲研究對象，有效樣本爲368人，以「大學生學習與讀書策略量表」、「曾氏心理健康量表」及學生之學業成績爲評量工具，研究結果如下：1.軍校新生的學習與讀書策略前後測有顯著差異。「大學生學習與讀書策略」各分量表普遍都是後測分數高於前測，僅「學習態度」分量表是前測分數高於後測。2.軍校一年級大學生與專科生，無論在學習與讀書策略前測或後測均沒有太大差異。整體看來，雖然學制不同，學科内容稍異，專科生與大學生之間的學習與讀書策略差異並不太大。3.軍校新生的學習與讀書策略前測與上學期學業總成績不太相關。4.軍校新生的學習與讀書策略後測與上下學期學業總成績皆有顯著正相關。5.軍校新生的學習與讀書策略與心理健康之間呈正相關。6.有無家庭導師對新生的學習與讀書策略之「動機」、「焦慮」、「專心」、「選擇要點」、「自我測驗」五個分量表會有所影響。且有家庭導師的學生在五個分量表的表現都優於無家庭導師者。値得繼續實施家庭導師制。根據研究結果，提出建議，以供教育相關人士作爲學習輔導之參考，及進一步研究的依據。

The study aimed to investigate the freshmen’s learning and study strategies at Chung-Cheng Institute of Technology (CCIT)- a military academy. For the first research purpose, the comparison of pretest and posttest was conducted to identify the freshmen’s change of learning and study strategies during the freshman-year at a military academy. The second purpose was to examine the correlations between learning and study strategies and academic achievement, as well as learning and study strategies and mental health respectively. The subjects were all the freshmen of CCIT in 1998. There were 368 useable questionnaires obtained. The instruments were Learning and Study Strategies Inventory (LASSI) for undergraduates, and Zung’s self-administrated Anxiety Scale (S.A.S.) & Zung’s self-administrated Depression Scale (S.D.S.). Findings of the study were as following: 1 .There were significant differences between pretest and posttest on the level of learning and study strategies. Generally speaking, the subscales5 degrees of posttest were better than those of posttest except one (of eleven subscales) — “learning attitude” subscale. 2. There were no significant interactions between cadets of two-year system and four-year system on the LASSI pretest’s and posttest’s level. Generally speaking, the LASSI level of cadets on two-year system and four-year system were very similar. 3. There was no significant correlation between the LASSI pretest and academic achievement of the first semester.4. There were significant correlations between the LASSI posttest and academic achievement of the second semester; so were between the LASSI posttest and academic achievement of the first semester. 5. It is strongly correlated between the LASSI posttest and cadets’ mental health. 6. The “host tutor system” showed freshmen’s significant improvement on five of eleven LASSI subscales. They were motivation, anxiety, concentration, selecting key points and self-examination. Obviously, those who joined the host tutor system performed better than those who didn't on the five subscales. Suggestions for study guidance and future research were provided based on the findings of the study.