he purposes of this study were:(1)to compare the differences of emotion adaptation between male and female students;(2) to compare the (3) differences of emotion adaptation between the students of three grades;(3) to explore the relationship between emotion, metacognitin, and learning motivation;(4) to compare the differences of metacogniton and learning moti-vation separately between the students with positive and negative emotion;(5)to understand the troubles of junior high school students’ emotion adap-tation. There were 965 students (male 487, female 478) drawn from three junior high schools in Taipei area used as the subjects in this study. All the subjects were administered by Sentence Completion Test, Metacognition Inventory, and Learning Motivation Inventory. Except the quantitative anal-ysis, sentence analysis was used in this study. The main findings were as follows:(1)The negative emotion of female students was higher than that of male students. (2)The positive/negative emotion of lst and 2nd grade students was higher that of 3rd grade students. (3)Negative emotion had negative correlation with metacognition and learning motivation. (4)The score of metacognition and learning motivation of the students with high negative emotion was lower than that of the students with low negative emotion.(5)The troubles of junior high school students could be explored from their family, school, teacher-student relationship, peer group, individ-ual, and social relationship. According to the results, some suggestions were offered:(1)We should pay attention to the different troubles of each youthful stage.(2) To adopt co-tutor system for junior high school.(3)To strengthen the connection of guidance task between elementary schools and junior high schools.(4)To promote the emotional education curriculum. (5)To improve the students’ abilities of metacognition and learning motivation.(6)To increase the teachers’ teaching abilities of elementary school. (7)To extend the educational task of parents’ duty.