本研究主要目的在探討内外在制握與大學生適應問題的關係。研究對象為我國大學生275名，又根據我國大學生在洛氏制握量表得分平均數為準，凡受試得分超過平均数一個標準差者，為外在制握組；低於一個標準差者為內在制握組，介於±.30標準差者為適中制握組，共選出120名，每組各40名（男生20名，女生20名）。本研究之主要發現為：(1)根據全體受試在洛氏制握量表與孟氏行為困擾調查表之得分分析發現內外在制握與適應的關係，成直線相關的趨勢，卽愈偏外制，愈有不良適應現象；(2)就適應困擾問題總數而言，外制組的一般困擾問題多於內制組及適中制握組，而內制組與適中制握組之間、男女性別之間均無顯著差異；(3)適應困擾問題各類別，因制握組別、性别而有差異；(4)在大學課業之適應、課程與教學方法、社交與休閒活動、與他人的關係及對自己的態度五方面，目前我國大學生感到適應困擾的問題較多。

To investigate the relationship between locus of control and adjustment problems, 275 college students were given both the Rotter's I-E Scale and the Mooney Problem Check List (College Form). In addition, the subjects scoring higher than one standar deviation of mean on I-E Scale were considered as the external control group (ECG) and those scoring lower than one standard deviation of mean were the internal control group (ICG). Those students whose scores and the mean on I-E Scale were of a standard deviation of ±.30 were considered as moderate control group (MCG). The subjects were classified into three groups as mentioned above, each consisting of 40 students (20males and 20 females). The results indicated (1) ECG reported more total problems of concern than ICG and MCG. but no significant differences between ICG and MCG and no significant sex differences were found, (2) the finding of this study, which indicates that the higher the scores of externality are, the more the problems are among all subjects, is suggestive of a linear rather than U-shaped curvilinear relationship between locus of control and adjustment, (3) the major problem areas of ICG were ”Social and Recreational Activities,” ”Adjustment to College Work,” ”Curriculum and Teaching Procedure,” ”Personal-Psychological Relations,” and ”Social-Psychological Relation”; the major problem areas of MCG were ”Adjustment to College Work,” ”Social and Recreatioral Activities,” ”Curriculum and Teaching Procedure,” ”Personal-Psychological Relations,” and ”Health and Physical Development”; the major problem areas of ECG were ”Adjustment to College Work,” ”Social and Recreational Activities,” ”Curriculum and Teaching Procedure,” ”SocialPsychological Relations,” and ”Personal-Psychological Relations.”