本研究目的有四:(1)瞭解國中男女生在情緒適應上的差異；(2)分析國中三個年 級學生在情緒適應上的差異；(3)研究國中生的情緒、後設認知、學習動機間的關係；(4) 探討國中生在不同情緒狀態下，其後設認知與習動機上的差異；(5)深入瞭解國中生在情緒 適應上的因擾問題。本研究以臺北地區三所國中一、二、三年級男女學生為受試，共有男生 487 人，女生 478 人 o 研究工具包括國中學生語句完成測驗、後設認知量表、學習動機量 表等。本研究除了進行量的分析外，尚進行語句分析，以瞭解國中生情緒適應因難的原因。 研究結果發現：(1) 女生的負向情緒得分高於男生；(2) 一、二年級學生的正、負向情緒都 高於三年級學生；(3) 國中生的負向情緒與其後設認知與學習動機有負相關存在；(4) 負向 情緒高的學生其後設認知與學習動機較負向情緒低的學生得分低；(5) 國中生的情緒困擾可 分為家庭、學校、師生、同儕、個人、社會等六方面來加以探討。本研究針對研究結果，提 出七項建議：(1) 重視男女生在青少年階段不同的因擾問題；(2) 國中採取雙導師制； (3) 加強國小與國中輔導工作的銜接；(4) 推動情緒教育課程；(5) 加強學生後設認知能力與學 習動機；(6) 增進國中小教師的教學能力；(7) 進行親職教育推廣工作。

　　　　　The purposes of this study were:(1)to compare the differences of emotion adaptation between male and female students;(2) to compare the (3) differences of emotion adaptation between the students of three grades;(3) to explore the relationship between emotion, metacognitin, and learning motivation;(4) to compare the differences of metacogniton and learning moti-vation separately between the students with positive and negative emotion;(5)to understand the troubles of junior high school students' emotion adap-tation. There were 965 students (male 487, female 478) drawn from three junior high schools in Taipei area used as the subjects in this study. All the subjects were administered by Sentence Completion Test, Metacognition Inventory, and Learning Motivation Inventory. Except the quantitative anal-ysis, sentence analysis was used in this study. The main findings were as follows:(1)The negative emotion of female students was higher than that of male students. (2)The positive/negative emotion of lst and 2nd grade students was higher that of 3rd grade students. (3)Negative emotion had negative correlation with metacognition and learning motivation. (4)The score of metacognition and learning motivation of the students with high negative emotion was lower than that of the students with low negative emotion.(5)The troubles of junior high school students could be explored from their family, school, teacher-student relationship, peer group, individ-ual, and social relationship. According to the results, some suggestions were offered:(1)We should pay attention to the different troubles of each youthful stage.(2) To adopt co-tutor system for junior high school.(3)To strengthen the connection of guidance task between elementary schools and junior high schools.(4)To promote the emotional education curriculum. (5)To improve the students' abilities of metacognition and learning motivation.(6)To increase the teachers' teaching abilities of elementary school. (7)To extend the educational task of parents' duty.