十二年國教入學制度是教育政策的重大變革與亮點，而入學制度造成學生學習困擾的議題更屬重要。本研究分析「後期中等教育長期追蹤資料庫」學生樣本資料共計16,921名，以傾向分數配對法分別對免試與特招甄選入學學生進行入學制度對學習困擾之評估。研究結果發現，整體而言，免試入學學生與特招甄選入學學生在「覺得課程沒有意義」、「上課沒有興趣」及「感覺學不到東西」等方面並無差異；但特招甄選管道入學學生在「課業壓力大，十分吃力」、「要讀的東西太多，總覺得讀不完」、「找不到有效學習方法」以及「課程內容太難，無法跟上」等項目則較免試入學學生有較高的困擾程度。換言之，特招甄選學生雖然同樣知覺到課程有意義、可以學到東西、上課有趣，但卻較免試入學學生難以找到有效的學習方法，因此比較會有覺得書讀不完、無法跟上等困擾，這可能是特招甄選學生具備特殊才藝與術科專才，對於一般學科學習技巧掌握方面相對薄弱，一旦進入高中職就讀，一般學科學習比重增加後就會產生比較多的學習困擾。前述差異型態與原因值得高中職教育主管機關之重視。事實上，從國中端開始也應留意給予這群學生適切的學習輔導與協助，高中職端更應觀察兩類學生課業學習的適應情形給予適當之輔導。

The 12-year Basic Education, which is a revolutionary policy on education, plays a pivotal role in how students feel disturbed in school because of the different systems of admission. To tackle this topic, this study surveyed 16,921 students from the “Taiwan Upper Secondary Database (TUSD)” and compared exam-free admission as well as recommendation and screening-based admission with propensity score matching (PSM). Results revealed that the students of recommendation and screening-based admission have more difficulty in efficacious learning than those of exam-free admission. The former performs poorly in academic subjects while displaying special talents in the subjects of skills. Hence, once they enter academic and vocational high schools, they feel disturbed because their schools increase the ratio of academic subjects. The differences between the two groups of students in their difficulty in learning and the reasons for the difficulty are worthy of attention. On the one hand, junior high schools should provide the students who intend to seek recommendation and screening-based admission to senior high schools with proper educational counseling and assistance. On the other hand, senior high schools should provide necessary assistance for the two groups of students based on their observations of these students’ academic performance.