本研究采用大学新生适应量表、领悟社会支持量表以及应对效能感量表对北京347名大学新生进行了调查，运用结构方程模型的方法探讨了社会支持、应对效能感对大学新生适应的影响以及应对效能感在社会支持和新生适应之间关系的中介作用。其中，大学新生适应量表包括人际关系、专业职业期望、独立生活、资源信息利用以及学习适应。领悟社会支持量表包括家庭支持、以往朋友支持、大学同学支持、大学教师支持以及支持利用度。研究结果显示：1、 社会支持对大学新生适应具有预测作用。不同来源的社会支持影响大学新生适应的不同维度。其中，家庭支持直接正向预测大学新生人际适应和独立生活适应；大学同学支持正向预测新生适应的五个方面，即人际关系、专业职业期望、独立生活、资源信息利用以及学习适应，而大学教师支持直接正向预测资源信息利用和学习适应。2、应对效能感在大学同学支持和人际关系的关系中起到了部分中介的作用，中介效应占总效应的比例为37.1%。应对效能感在家庭支持到人际关系适应、大学同学支持到专业适应和学习适应之间起到完全中介作用；另外，应对效能感在大学教师支持到学习适应的关系中也起到了完全中介的作用。

This study used the “Freshman Adjustment Rating Scale”, “Perceived Social Support Scale” and “The Coping Efficacy Scale” to explore 347 first-year college students from universities of Beijing. The SEM statistical techniques are used to explore the influence of social support, coping efficacy on the freshman adjustment and the mediation effect of coping efficacy between the two variables.‘Freshman Adjustment Rating Scale’ includes interpersonal relationship, major and career aspirations, independent living, resource and information availability while ‘Perceived Social Support Scale’ includes support from family, old friends, college peers , college teachers and support availability. The results indicated that: 1．Social support could predict the adjustment of first-year college students. Social support from different sources could influence different dimensions of adjustment. Support from family could directly predict interpersonal relationship and independent living positively. Support from college peers could predict five dimensions of adjustment, including interpersonal relationship, major and career aspirations, independent living, resource and information availability as well as study adjustment. Support from college teachers could directly predict resources and information availability and study adjustment positively. 2．Coping efficacy mediated the relationship between support from college peers and interpersonal relationship, the partial mediated effect took 37.1% of the total effect respectively; meanwhile, coping efficacy totally mediated the relationship between support from family and interpersonal relationship， college peers and major and career aspirations as well as study adjustment; In addition, coping efficacy totally mediated college teachers and the adjustment of study.