本研究希望經由桃竹苗地區山地國小學童以自我檢視的方式來了解該地區學童對 其家庭環境、學習概況與行為困擾的認知情形。本研究以桃竹苗地區山地國小所有學童共約 2286 人為調查對象，共取得有效樣本 2097 位，佔所要調查對象的 91.73 ℅。 本研究的主要結果發現：一般而言，桃竹苗地區之山地國小學童的家庭人口結構狀況尚屬良 好；但學童認為在家中可使用之各種有關資訊和學習方面的資源相當少；學童大多認為與家 人間相處情形還不錯，但仍有少部份學童對家庭氣氛的反應相當負面；另外，學童大多認為 家中主要照顧學童的人關心學童的課業學習情形與並鼓勵其繼續升學，但仍有少部份學童認 為照顧者對其學習情況漠不關心。在學習概況方面，桃竹苗地區之山地國小學童亟待教師多 加指導正確的學習方法；而，學童大多認為自己學習習慣與態度不錯，但仍有少部份學童認 為需要有人加以指導；學童一般認為學校所能提供給予他們的學習環境相當好；學童的學習 適應情況大多良好，但仍有少部份學童需要加以輔導。在行為困擾方面，不論在「自我關懷 困擾」、「家庭生活困擾」、「身心發展困擾」或「學校生活困擾」四方面的情事，大部份 學童皆不自覺有太強烈的困擾。最後，總體來說，受試學童在「家庭環境量表」、「學習概 況量表」與「行為困擾量表」的反應強弱，多少會因其就讀地區、年級、籍別、住校與否、 父親職業別以及母親職業別等因素而有所差異。

　　　　　The purpose of this study is to explore how elementary students studying in Tau-Yuan, Hsin-Chu, and Miau-Li mountain area perceive their home environment, learning situation, and behavior vexation. We investigated all the elementary students, about 2286, in Tau-Yuan, Hsin-Chu, and Miau-Li mountain area, and obtained 2097 valid subjects that occupied 91.73 percent of total cases. In this study, we found that subjects were generally satisfactory to the composition of their family members. Nevertheless, they strongly perceived the lack of information and resources related to their learning in their home environment. Most of students believed that they got along with their family members, except a small portion of subjects responded very negatively about the atmosphere at home. In addition, most of subjects reported that the maincare persons were truly concerned with their schoolwork and encouraged them to continue their school learning. Yet, there were still a few subjects reported that the care person did not care the state of their learning at all. To the recognition of learning situation, most of the elementary students in Tau-Yuan, Hsin-Chu, and Miau-Li mountain area were highly looking forward to learning how to learn correctly from their teachers. However, we found in this study that subjects did consider themselves having good habits and attitudes toward their learning; except only a few felt needing teachers to guide them. Almost all the subjects were satisfied with their learning environment in shcool. Also, most of subjects reported to adapting themselves well to school learning; yet, it may still have a little portion of subjects who needed to be assisted. Interestingly, in the aspect of behavior vexation, we found that most of subjects did not feel too much annoyed by any of the issues relating to self-concern, home-life, physical-and-mental development, and school life. Ultimately, we discovered that subjects' reactions to any of the instruments would depend on their schooling areas, grades, races, boarding-school or not, father's occupations, and mother's occupations.