本研究旨在重新驗証「學習適應量表」的信度和效度、以及重新建立常模，牌使此量表更適用於國中和國小學生。 「學習適應量表」分為學習方法、學習習慣、學習態度、學習環境和身心適應等五個分量表。形式採Likert式四點量表，全量表共60題。重新驗証量表之隔兩週和隔四週重測信度係數平均值為.7990和.7279;Cronbachα係數平均值為.7441。以「激勵的學習略量表」、「學習態度測驗」、「教師評定問卷」和學業成績為效標來重新驗證同時效度;以地區差異、學校類別差異、年級差異、性別差異、學校類型差共、家庭社經地位差異、內在相關和驗證性因素分析來重新考驗建構效度。隨機抽取1,940名國小四年級至國中三年級學生為標準化樣本，重新建立不同年級學生的百分等級常模和T分數常模。

The purpose of this research were to retest the reliability，validity and to reconstruct the norm of Learning Adjustment Inventory (LAI) for the fourth ti ninth grade students in the elementary and junior high schools of Taiwan. The LAI consists of 60 items which were classified in to 5 subscales，including learning methods，learning habits，learning attitudes，learning environments and physical-mental adjustments. This inventory took the form of the Likert-type four point scales. The average test-retest reliability coefficient over a period of two weeks and a period of fourth week were .7990 and .7279，respectively. the average Counbachαcoefficient for the subtests were .7440. Correlation with Motivated Strategies for Learning Questionnarie，Learning Attitudes Test，Teacher-rating Questionnaire and academic achievement were tested for elementary school and junior high school students’ reponse. For the discussion of construct validity，comparisions of different in areas，school types，sex，grades，school sizes and social economic status were provided. An multi-trait multi-method matrix was presented and six confirmatory factor analysis was conducted. Generally，the construct validity was accepted. The Separate Norm with Percentile and T score of each grades were also provided by a sample of 1,940 students.