本研究旨在分析跳級學生之生活適應狀況。研究對象取自臺灣地區77∼84學年度 119 所辦理資優教育的學校。 第一年採問卷及測驗方式，總計蒐集到 233 位經由跳級管道 升學的學生資料。研究工具為「跳級經驗量表」及「賴氏人格測驗」。第二年訪談了 58 位 學生，以進一步了解及分析學生跳級後在學習與心理等方面之適應狀況。 第一年研究結果發現：經由跳級升學的學生，大多數就學情形頗佳，並不因為縮短教育年限 而有升學上的困難。而學生跳級後，七成以上表示在自我發展上有正面的影響，跳級未導致 過多的壓力，學校適應也大致良好。跳級學生之人格類型，在賴氏人格測驗結果中有八成傾 向適應良好型（指導型、鎮靜型及平均型），二成傾向適應困難型（孤僻型與暴力型）。七 成以上學生對於跳級制度傾向滿意，惟建議實施方式應加強對於跳級生的追蹤輔導及協助。 第二年研究結果分就十項訪談內容分析了跳級學生不同適應的原因。主要影響學生適應程度 的原因為：１．學校對跳級學生的輔導方式，２．老師關懷學生的程度，３．師長的期望與 教養態度，４．個人的學習能力狀況，５．自我期許的程度，６．個人壓力調適的能力，７ ．個人適應新環境的能力，８．個人的人格特質，９．同儕對跳級生的態度，１０．跳級的 時間及型態等。

　　　　　The purpose of this study was to explore the effects of grade skipping on the life adjustment. The sample included 233 students graduated from elementary and middle high schools during 1988 to 1995 through accelerated educational system. The study spent two years. In the first year, two instruments were used to collect the basic data: 1. The Life Adjustment Questionnaire of the Grade Skipping Students, and 2. The Lai's Personality Test. More than 70 percents of the subjects reported they had well adjustment in education, self development, life stress and school learning. It indicated that grade skipping brought more positive influences than negative influences upon the students. But, contrast with this, more than 70 percents of the students complained that after they accelerated to a higher educational period, they received very little assistance or guidance from their schools. The result of the personality test indicated 80 percents of the subjects had healthy personality traits, while 20 percents of the subjects belong to Eccentric and Black personality types. In the second year, the researchers interviewed 58 students to obtain more deeply and qualitative information. The researchers found the major factors which influence the life adjustment include: 1. The way of guidance offered by schools, 2. The degree of concern from teachers, 3. The degree of expectation and teaching attitude of parents and teachers, 4. The learning ability of student himself, 5. The degree of self expectation, 6. The ability of stress management, 7. The ability to adapt to a new environment, 8. The type of personality, 9. Attitudes come from the classmates, and 10. The type of grade skipping.