Many researches on resilience have seen the emergence and development of positive psychology in recent years. Resilience has been used to represent the individual’s capability of survival and adjustment after experiencing serious traumatic. There is no consensus about the psychological scientific definition of resilience, however most researchers agreed that the definitions of resilience are based on two core concepts: that is adversity and positive adaptation. Adolescence is a period of life marked by changing and fast development. In fact, few developmental periods are characterized by so many changes at so many different levels as adolescence. These changes are associated with pubertal development and the emergence of reproductive sexuality; social role redefinitions; cognitive, emotional, and moral development; and school transitions from junior to high school, or from high school to university. For different groups of adolescence, what are the characteristics and respective features of resilience? And what are the influence factors of resilience for different ages of adolescence? There are no clear answers for those questions. The research focused on the differences of resilience between high school and college students, as well as the features of resilience developing trend. A total of 369 adolescence in Shanghai, China participated in the two waves of data collections 260 first year high school students were chosen from one public high school in Shanghai (with 148 girls, and average age was 187.01±4.64 months). And 109 university students were chosen from one general university in Shanghai (with 98 girls, and average age was 236.58±6.30 months). Resilience was assessed by Chinese version of Resilience Scale (Connor-Davidson Resilience Scale, CD-RISC). The coefficient of internal consistency was .91. Self-concept was assessed by the Chinese version of Self-description Questionnaire II (SDQ II), which included eleven factors, such as adolescents self-concept of language ability, mathematics ability, general attitude towards school, physical strength, appearance, relationship with opposite sex friends, relationship with same sex friends, relationship with parents, honesty and reliable, emotional stability, and general self-concept. The coefficients of internal consistency for the factors were .83- .91. The first wave of data collection was carried out about one month after the students entered the school, and after one year, the second wave of data collection was carried out. The results showed that: (a) Resilience improved significantly within the first year (F(1, 366） = 16.35, p < .01, ηp2 = .04）. (b) Cross-lag regression analysis showed that self-concept（β = .04, p < .05）, concept of appearance (β = .26, p < .01), self-concept of body strength (β = .18, p < .05), self-concept of peer relationship (β = .25, p < .05), and self-concept of Heterosexual peer relationship (β = .23, p < .05) predicted significantly resilience one year after controlling gender, ages. It was concluded that the positive feelings of self-concept and self-concept of appearance, body strength, peer relationship and heterosexual peer relationship would improve the resilience.