臺灣目前高等教育面臨多元化的衝突，不同背景新生有其獨特的校園經驗與發展歷程，大專院校應該要深入了解其需求，才能有效協助其成功轉換經驗。本研究主要探討不同身分（一般生、原住民生、身心障礙生）技職院校新生的課業準備、歸屬感對於心理社會發展的影響〉。資料收集以高等教育資料庫大一學生問卷調查結果為對象，包括：一般新生共15,399人，原住民新生共588人，身心障礙新生共152人，其中男生6,945人，女生9,194人。統計分析方式為二因子變異數分析與多元迴歸分析。結果發現：課業準備與心理社會發展方面，原住民新生高於一般新生與身心障礙新生，而歸屬感方面，身心障礙新生低於原住民新生及一般新生，性別差異方面，只有歸屬感女生顯著高於男生。多元迴歸分析則顯示，課業準備與歸屬感均為預測三種身分新生心理社會發展之顯著因素，性別因素則只有在原住民新生中，能顯著預測心理社會發展。最後，本研究提出促進技職院校多元背景新生成功發展的建議。

The purpose of the study was to investigate the relationship of academic preparation, belongingness and psychosocial development among the freshmen with diverse backgrounds. The data of the study collected from the freshmen survey in Taiwan by NTHU Center for Higher Education on 2003, sample including 588 aboriginal students, 152 physical disabled students and 15399 general students. Data analysis is using two way-ANOVA and multi-regression analysis.The results are as followings: the aboriginal students' academic preparation and psychosocial development is better than the other students. And the belongingness of physical disabled students is the lowest in this study. Academic preparation and belongingness are the significant predictors to psychosocial development in all subjects, and the gender factor can be predictor to psychosocial development only in aboriginal students. Finally, recommendations for helping freshmen success with diverse backgrounds in higher education are presented.