本研究主要目的在探討國民中學學生父母參與及教師參與對學生生活適應的影響。為達到研究目的，依據文獻探討分析，自編「國民中學學生父母參與、教師參與問卷」、「國民中學學生生活適應問卷」作為研究工具，並以我國台灣地區南部高雄市、高雄縣、屏東縣、澎湖縣之國中二年級學生為研究對象，採多種群聚抽樣法抽取979人進行問卷調查，所收集的資料，主要運用積差相關、單因子變異數分析、二因子變異數分析、多元逐步迴歸等統計方法驗證假設；而後輔以訪問調查。

本研究主要發現：

一、國民中學學生覺知父母參與方面，以父母參與個人生活最大，參與度在中上程度；教師參與方面，以教師參與個人生活最大，參與度在中上程度；學生生活適應方面以異性生活與兩性交誼適應最良好，整體適應力在中上程度。

二、國民中學學生父母參與越高，學生生活適應越良好；國民中學學生教師參與越高，學生生活適應越良好。

三、國民中學學生父母不同程度健康生活的參與、個人生活的參與、家庭生活的參與、學校生活的參與、社區生活的參與、異性生活的參與在學生生活適應有顯著差異；國民中學學生教師不同程度健康生活的參與、個人生活的參與、家庭生活的參與、學校生活的參與、社區生活的參與、異性生活的參與在學生生活適應有顯著差異；父母參與越高，學生生活適應越良好；教師參與越高，學生生活適應越良好。

四、國民中學學生父母參與和教師參與在學生生活適應上無交互作用。

五、國民中學學生父母參與對學生生活適應的預測，以父母對子女異性生活的參與的解釋力最大，背景變項較無影響。國民中學學生教師參與對學生生活適應的預測，以教師對學生異性生活的參與的解釋力最大，背景變項以地區影響最大。

六、國民中學生父母參與、教師參與學生生活適應因背景變項不同，部分層面具有差異。

The main purpose of this study is to explore what the relation on parent involvement, teacher involvement, and student life adjustment are. Based on literature survey, the instrument was self-designed “Parent Involvement, Teacher Involvement, Inventory in junior high school” ”Student Life Adjustment Inventory in junior high school”. There are 979 subjects student randomly sampled from 8 junior high school in southern Taiwan, including Kaohsiung city, Kaohsiung county, Penghu county, Pingtung county, Data were analyzed by the method of descriptive and inferential statistics, including Pearson correlation, one-way ANOVA, two-way ANOVA, and multiple stepwise regression. and assist interview inquiry.

The major results of the study are as follows：

1. The students in junior high school perceive that among parent involvement, parent involve student individual life is the most；among teacher involvement, teacher involve student individual life is the most；among students life adjustment, bisexual life is the most, and student life adjustment indicates upper middle.

2. The more parent involvement, the more student life adjustment. The more teacher involvement, the more student life adjustment.

3. Students life adjustment differs significantly by the various degree of parent involvement, and teacher involvement, include involving healthful life, individual life, domestic life, school life, social life, bisexual life. The more parent involvement, the more student adjustment. The more teacher involvement, the more student adjustment.

4. There is not any interaction between parent involvement and teacher involvement on students life adjustment.

5. Parent involves students bisexual life have the most explanation on the predictability of students life adjustment, background variables has less influence. Teacher involves students bisexual life have the most explanation on the predictability of students life adjustment, area has the most influence.

6. Part of the demographic variables cause significant difference on parent involvement, teacher involvement, and student life adjustment.