本研究旨在瞭解國中學生之情緒智力、因應策略與行為困擾之現況、情緒智力及因應策略對行為困 擾的預測力與其因應策略在情緒智力與行為困擾間所扮演之中介角色。本研究以全國國中生為母群 體’採分層比例叢集抽樣’取得975名有效樣本’施以「國中小學生情緒智力量表」、「青少年因應 策略量表」、「行為困擾量表」進行分析。其結果發現：（1)國中學生在四項情緒智力中’以「情緒 覺察與瞭解」最高；使用因應策略的頻率上以「避免逃避」策略最高；在五項行為困擾以「學校生 活困擾最」高；（2)情緒智力與因應策略等九個變項能有效預測六項行為困擾’其中以「避免逃避」 因應策略最重要；以及（3)因應策略在情緒智力與行為困擾間扮演完全中介的角色。

The purpose of the research was to explore the causal model of emotional intelligence, coping strategies and adjustment problems among junior high school students. The first aim is to understand the state of emotional intelligence, coping strategies and adjustment problems in junior high school students. The second aim is to explore relationships among emotional intelligence, coping strategies, adjustment problems of junior high school students. The third aim is to explore whether coping strategies could mediate the relationship between emotional intelligence and adjustment problems of junior high school students. The stratified-cluster sampling was used to obtain 957 junior high school students who participated in the study and completed a battery of structured questionnaire, which included “Adjustment Problem Inventory” (API), “Adolescent Coping Strategies Inventory” (ACSI) and “Adolescent Emotional Response Inventory” (AERI). The obtained data were analyzed with repeated-measures ANOVA, Pearson product-moment correlation, hierarchical regression, and structural equation modeling (SEM). The main findings were as follows. (1) Among four emotional intelligences of junior high school students, the highest is the perception and understanding of emotion, followed by assimilating emotion in thought. Among five coping strategies used, the most frequent one is the avoid-negative strategies, followed by indirect confrontation strategies”; the least frequent one is the searching support strategies. Among the adjustment problems, the highest one is school-life problems, followed byself-concern problems. (2) All the emotional intelligences and coping strategies predicted adjustment problems, and avoid-negative strategy was the best predictor. (3) Coping strategies mediated the relationship between emotional intelligence and adjustment problems among junior high school students.