本研究考察了高一新生学业压力、父母依恋与学校适应的关系以及对其产生的影响，从家庭和学校两方面角度，为开展高一新生的心理健康教育提供有针对性的参考。本研究选取北京地区、辽宁地区的重点高中、普通各两所。采用台湾吴武典《学生在校生活状况问卷》的“在校行为子量表”问卷从课业适应、常规适应、师生关系适应、同伴关系适应和自我适应五个方面对高一学生的学校适应情况做出测查；采用陈旭的《中学生学业压力源》问卷从任务要求压力、竞争压力、挫折压力、期望压力和自我发展压力对高一新生学业压力情况进行测查；采用苏州大学李咏梅修订的IPPA《父母和同伴依恋量表》中的母亲和父亲依恋量表从信任、沟通和疏离三个维度对高一新生的父母依恋情况进行测查，并在此基础之上探讨高一新生学业压力、父母依恋与学校适应的关系以及二者对其的影响。研究结论如下：1、高一新生总体学校适应情况良好，适应情况从高到低依次为：常规适应、同伴关系适应、课业适应、师生关系适应和自我适应。2、高一新生学校适应在性别、学校类型上差异显著。女生学校适应情况显著好于男生；重点学校显著好于普通学校。3、高一新生学业压力感从高到低依次为：任务要求压力、期望压力、竞争压力、挫折压力和自我发展压力。4、高一新生学业压力在学校类型上的差异。普通学校高一新生感知学业压力显著高于重点学校，其中分维度中的竞争压力和期望压力显著高于重点学校。5、高一新生母亲依恋质量高于父亲依恋质量，二者显著相关。6、母亲依恋在学校类型和是否独生上差异显著。重点学校母亲依恋质量显著高于普通学校；独生子女母亲依恋质量显著高于非独生子女。7、学业压力与学校适应显著负相关；父母依恋与学校适应显著正相关；学业压力与父母疏离显著正相关。8、父母疏离在学业压力和学校适应之间存在部分中介作用。

This study aims to find out the relationship among academic stress, parental attachment and school adaptation. The sample are tested on three subscales: Middle-School Students’ Life Adaptation Questionnaire compiled by Wu Wudian,IPPA revised by Zhang Yongmei and Middle School Students’ academic Stressors questionnaire compiled by Chen Xu. With data analyzed, the results are as follows: 1.Most Senior One Students are better adapt to new school.The adaptation situation from high to low:norm adaptation,peer relationship adaptation,teacher-student relationship adaptation,schoolwork adaption and self-adaptation.School adaptation of Senior One students have significant differences on sex,school type,born place and mother education. 3.Academic stresses of Senior One students are a little bit higher.From high to low:target stress,expectation stress,competition stress ,frustration stress and self-development stress. 4.Academic Stresses of Senior One students have differences on sex,school type and Only-one child or not. 5.The quality of Senior One students’mother attachment is higher than father attachment.The two are correlated with each other significantly. 6.Mother attachment of Senior One students has significant differences on school type and only-child or not. 7.academic stresses are significantly and negatively correlated with school adaptation;parental attachment are significantly and positively correlates with school adaptation.Academic stresses are significantly and positively correlated with parental alienation;8.Parental alienation serves as an partial intermediary role between academic stresses and school adaptation.