本研究嘗試構設「適應--壓力--問題--因應」系統分析模式，以臺灣地區三十一所 實施朝陽方案學校有嚴重外向性偏差行為之國中學生為對象，另隨機抽取同班同性別一般 學生為對照組(兩組人數均為316)，以自編「學生在校生活狀況問卷」，進行學生學校生活 適應、生活壓力、問題情境與因應方式之比較分析。主要發現如下:1.偏差行為學生知覺的 學校生活適應，在勤學、常規、師生關係、同儕關係等方面，均顯著不如一般學生。 2. 偏 差行為學生知覺的學校生活壓力，在課業、常規、師生關係等方面，均顯著大於一般學生。 3. 偏差行為學生自陳的在校問題情境， 在常規問題與師生關係問題上，顯著高於一般學生 。 4. 偏差行為學生對在校的課業、常規、師生關係、同儕關係等問題情境，較多採用消極 逃避的因應方式；對課業的問題，也較少自己設法解決或尋求家人或朋友的協助。 5. 無論 偏差行為學生或一般學生，其自陳的在校生活適應與知覺的生活壓力呈顯著的低至中度負相 關，其相對應的變項之相關尤為顯著；此外，常規壓力大，對勤學適應、師生關係有顯著不 利的影響。 6. 偏差行為學生的適應困難，似乎不在其自我肯定與同儕關係，而主要在於與 外在的權威(教師 )、規範 (常規 ) 與文化 (課業 ) 發生衝突；其間，「常規」變項，扮演 樞紐角色。 7. 課業問題有其普遍性，無論偏差行為學生或一般學生均為其所苦。學生課業 問題多， 制度面 (課程教材之難度與份量 ) 之問題可能大於學生智力與努力的問題，值得 重視與審視。

　　　　　Based on a proposed"Adjustment-Stress-Problem-Coping" model, survey questionnaires were sent to 316 students with severe deviant behaviors and 316 normal students in 31 junior high schools participating in the "Dawn Project" (an intervention program for students with deviant behaviors) in the Taiwan area to examine the differences between the two groups in school adjustment, school-related stress, school-related problem, and coping behavior. The main findings were as follows:1.In terms of school adjustment, the deviant students were inferior to the normal group in studiousness, compliance, teacher-student relationship, and peer relationship.2.In terms of perceived school-related stree, the deviant students were greater than that of the normal group in studiousness, compliance, and teacher-student relationship.3.In terms of school-related problems, the deviant students showed more problems in compliance and teacher-student relationship than that of their counterparts.4.In terms of coping behavior, the deviant students were using more avoiding responses in dealing with academic, discipline, teacher-student relationship, and peer relationship problems than that of the normal group. On the other hand, they were using less self-assisted and help-seeking behaviors in dealing with academic problems than that of the latter. 5.There were significant negative correlations between school adjustment and school-related stress in both groups especially for those compatible variables. On the other hand, the compliance stress was negatively correlated with adjustements of academic work and teacher-student relationship. 6.It appeared that the adjustment difficulties of the deviant students came mostly from the conflicts between him/herself and the outside world, namely, the authority (teacher), the norm (discipline), and the culture(academic work), rather than the weakness of self assertiveness and/or peer acceptance. 7. Academic stress and problems appeared to be common and serious to all students. The structure of the curriculum, rather than the students'abilities and endeavors, was the likely cause.