畫人測驗過去幾乎僅應用於臨床個案，早期常當作非語文智力測驗用來診斷智能不足的兒童，近代則多作為投射測驗使用，用以評估個案的情緒困擾、適應不良、衝動、腦傷等症狀。畫人測驗的計分系統大致可分為量化計分及整體指標解釋等兩種。本研究的主要目的是將投射性畫人測驗應用於一般大學生，同時使用兩種計分方式探索適應不良的學生。本研究抽樣兩班大學生團體施測畫人測驗，以個別晤談及行為觀察的實證方式，探索畫人測驗在篩選適應不良學生的應用。研究結果顯示：(1)畫人測驗以Maloney 與Glasser 簡易的適應不良指標即可有效篩選適應不良的學生；(2)大學生和研究生在畫人測驗的表現略有差異，建議畫人測驗在針對不同發展階段的族群時，其結果解釋應審酌其不同的特性及含意；(3)男生和女生在畫人測驗的表現亦有差異，建議畫人測驗在針對不同性別時，其結果解釋應有不同的常模標準；(4)大學生的畫人測驗在Koppitz 認知發展分數上與其在校學業成績呈顯著正相關，但與其DAP: SPED 情緒困擾分數及入學指考成績呈顯著負相關，與「瑞文氏高級圖形推理測驗」則無相關；(5)畫人測驗具有良好的再測信度。

The Draw-A-Person (DAP) test has been used for evaluating children’s IQ. When DAP was used as a projective test, it may also evaluate the client’s emotional disturbance, impulsivity, and brain impairment. The scoring method of DAP can be classified to quantitative and qualitative system. The purpose of the research is to use Maloney & Glasser’s maladjusted indicators on DAP to screen maladjusted students in university and evaluate its effectiveness by applying individual interview and behavior observation, and also figured out their Koppitz’s developmental scores and DAP: SPED scores. The results showed that (1) DAP can be an efficient measure to screen the maladjusted students by simply using the four indicators of Maloney & Glasser; (2) when comparing the differences on DAP for university and graduate students, it was found that DAP yielded the same screening effect; (3) when comparing the gender differences on DAP, it was found that male yielded higher percentage of maladjusted and emotional disturbed than female; (4) the Koppitz’s scores on DAP were positively related to the academic performance but negatively related to the DAP: SPED scores and the entrance exam scores, and no relationship with APM for university students; (5) DAP yielded a good test-retest reliability.