本研究以孟氏困擾理論為架構編製一份「大學生身心適應調查表」作為學校輔導學生發現問題的評量工具。「大學生身心適應調查表」包括十個分量表:生活困擾、時間管理困擾、生涯困擾、學習困擾、家庭困擾、人際困擾、感情困擾、情緒困擾、精神困擾、生理困擾,共200題。各分量表之再測信度(問隔時間問六週)介於.65~.93之間;α系數介於.63~.86之間。本調查表之效度以問卷訪談及專家諮詢的方式建立建構效度。此外,本調查表又以東吳大學新生普測之輔導成效作為效度驗證研究。後又隨機抽樣各年級及各院系在各方面困擾嚴重情況有差異。本研究建議「大學生身心適應調查表」待建立常模後可作為輔導人員、導師、教官等瞭解學生問題的有效工具。
The purpose of this study was based on Mooney's problem theory to develop a college students’ Adjustment Check List(CSACL)for University Students in Taiwan. The CSACL was consisted of ten types of problems: living problem, time management problem, career problem, learning problem, family problem, interpersonal problem, affection problem, emotion problem, spirit problem, physical problem. Two hundred of items were included. Twenty items were for each type of problems. The test-retest reliability coefficients of all subscales were between .65 and .93, with six-week interval. The internal reliability coefficients α were between .63 and .86. The scale was validated by three approaches: (1) content validation (questionnaire, interview, and counselors' suggestion), criterion-related validation (the Mooney Problem Check List), and construct-related validation(internal consistency). The scale was administered by all freshmen in Soochow University, 1999 for this study. Hundreds of sophomore, junior, and senior students were also randomly selected from different departments to take the scale for the comparing analysis in research. The results indicated that different gender and different college of students had different scores in the subscales. It was suggested that after the norm was conducted, the CSACL should be a good measurement for school counselors and instructors to understand their students' problems.