大學階段對學生而言，是建立人格統整的重要關鍵期，扮演人生發展的重要階段。大學生是國家未來的重要人力資源，我們希望能經由了解大學生的學習的一般狀況，並分析影響學業適應的有關因素，以發現與學習有關的重要變項，加強輔導提高學生自我概念與培養穩定的情緒，俾使在踏出大學校門後貢獻所學。 本研究旨在探討不同性別、年級、學系、入學身份的研究樣本與學習的相關因素，如自我概念、情緒穩定、學習習慣、學習態度和學業適應等，其間的關係。此外，也針對學業適應作預測分析。本研究用了文獻分析法及問卷調查法，經由 SPSS 套裝軟體中的描述統計、t 考驗、變異數分析、Scheffe 法事後比較、Pearson 積差相關等統計方法來分析調查問卷中所蒐集到的資料。根據研究結果與分析，本研究提供具體建議，以提昇改善學校輔導策略、教師之教室教學和學生課業學習。

　　　　　The college phrase, which is the critical period for establishing self identity, plays a key role in students' career development. Since college graduates are very important human resources for the society, it is crucial to understand their academic adaptation and analyze the related factors. We hope the findings of major variables for academic learning can be used to improve students' self concepts and emotional stability, and prepare them serve for the nation after leaving college. The purpose of the study was to examine the relationship between individual differences (i.e., subjects' grade, gender, department, entrance status) and learning related factors (i.e., self concepts, emotional stability, learning habits, learning attitudes, and academic adaptation). In addition, a prediction about academic adaptation was given by analyzing the relative data collected from the questionnaire. Literature review and questionnaire survey were the research methods employed in this study. Using SPSS for Windows software, descriptive statistics, t-test, oneway ANOVA, post-hoc Scheffe' multiple comparison, Pearson correlation, and multiple regression were applied to statistically analyze the collected data. Along with the research results and the accompanying explanation of those results, concrete suggestions will be given to improve students guidance strategies, classroom instruction, and students' academic learning.