近年来，随着社会的发展，学习压力的增加，初中生越来越多的出现学校适应不良问题，研究者和教育者们也致力于如何解决这些问题。在这一过程中，中学校园文化越来越受到人们的重视，因为它对初中生的健康成长有着任何其他教育手段无法比拟和替代的作用。 本研究通过文献回顾、深度访谈与焦点小组讨论初步确立校园文化的基本维度，结合已有的相关问卷编制出初测问卷后，抽取北京市150名初中生进行初测，采用探索性因子分析对问卷结构做出调整、修改和项目删除，并得到校园文化的5个维度：教师支持、学生凝聚力、学校平台、学校秩序和学生成长取向。接下来采用调整后的问卷对北京市199名初中生实施二测，采用验证性因子分析进一步对问卷的结构进行考察，同时检验问卷的信度和效度。结果表明所编制的初中校园文化问卷具有较好的信度和效度，可以作为进一步研究的有效工具。 同时，本研究采用问卷调查法，以来自北京市4所中学的215名学生为被试，考察了个体感知到的校园文化与学校适应之间的关系。研究结果表明：1）校园文化的理论结构在北京市初中生中得到较好的验证，校园文化包括教师支持、学生凝聚力、学校平台、学校秩序和学生成长取向5个维度。2）初中生的校园文化感知存在显著的学校类型、年级和性别差异。3）初中生的学业自我效能感和学校态度均存在显著的学校类型和年级差异。4）初中生的校园文化感知对学校适应的不同侧面具有相对的重要性，学生凝聚力能够显著正向直接和间接预测学业自我效能，这种中介作用是通过学校态度实现的；教师支持和学生凝聚力能够显著正向预测学校态度。

In recent years, with the social development and study pressure increases, the emergence of middle school adjustment problems become more and more. Researchers and educators are committed to solve these problems. In this process, educators pay more attention to the middle school culture. Because it plays an important role in the healthy development of middle school students’ psychology that can not be compared with or replaced by any other means of education. Through literature review, we determined the operational definition of school culture. Then deeply interview and focus group discussion were used to induce the structure of school culture and develop the Middle School Culture Inventory. 150 middle school students in Beijing were sampled in the preliminary survey. Exploratory factor analysis was used to adjust the structure of the scale and refine the items. The formal survey sample consisted of 199 middle school students. We used confirmatory factor analysis to verify the structure of the questionnaire and tested the reliability and validity of the scale. The Middle School Culture Inventory had acceptable reliability and validity. In order to explore the association of perceived school culture with school adjustment, 215 middle school students from 4 middle schools in Beijing were surveyed. The results are as follows: 1) The structure of school culture included five dimensions: teacher support, student cohesiveness, school development, school discipline, and student growth orientation. 2) There were significant differences in perceived school culture between school type, grade, and gender. 3) There were significant differences in academic self-efficacy and school attitude between school type and grade. 4) Different dimensions of perceived school culture have relative significance to school adjustment. 5) Perceived school culture has influences on school adjustment by direct or indirect method.