為實現「照顧弱勢、區域平衡」的理念，教育部於2007年辦理大學繁星計畫，由「頂尖大學」及「教學卓越」之25所大學開設名額，期使各高中，以及包括過去少有畢業生考入頂尖大學的社區高中裡具有潛力之學生，均有就讀優質大學之機會。但這些原本可能無緣進入頂尖大學就讀的社區高中學生，在進入高度競爭的學習環境後，是否跟得上？其適應與表現究竟如何？為此，本研究針對一所頂尖大學繁星計畫大一學生進行研究。首先以問卷調查比較繁星計畫與非繁星計畫學生的樣貌，結果發現，繁星計畫學生就讀之高中較少集中於都會區，學習困擾較少，科系興趣較契合，學習成效尤其顯著優異。其次，再針對部分繁星計畫學生進行質化訪談，以瞭解其高中與大學的學習經驗，結果發現，繁星計畫學生普遍珍惜上該所大學的機會、注重課業、樂在學習且目標明確。本研究為針對此一我國近年來高等教育重大入學政策進行探討的先驅性實徵研究，具有指標性意義，研究結果對相關教育政策與學生輔導具有重要啟示。

To realize the goal of "supporting the disadvantaged and reducing the disparity among different regions," a new college admissions program, called the "Twinkling Star Program" (TSP) has been implemented in Taiwan since 2007. TSP mandates top universities recognized for excellence in research and teaching to admit students from underprivileged schools in disadvantaged regions, where few students have been admitted to these top universities. We target a group of TSP students admitted to one top university in 2008 to examine their adaptation and performances. Data were collected from a freshmen survey and follow-up interviews of a group of TSP students. Results showed that compared with their non-TSP counterparts, TSP students were more likely to come from community high schools in rural areas. In high school, they performed outstandingly as "big fish in a little pond." In college, they were more interested in their studies, had fewer learning difficulties and better academic performances than their non-TSP peers. In sum, in college they became "big fish in a big pond." The reasons for this positive development lay in their appreciation of the opportunity to enter the best university, their focus on academic study, an attitude of enjoying learning, and commitment to a clear career goal. Implications of the research findings for educational policy and student guidance are further discussed.