一般化緊張理論及社會學習理論均強調偏差行為的重要 性，但是前者論焦點於引致偏差行為的因素，後者則聚焦在偏 差同儕的效應。然而值得注意的是，為什麼有些同樣經歷緊張 因素的青少年並未因此而產生偏差行為？在緊張因素與偏差 行為之間是否具有什麼樣的中介機制，而使得青少年向偏差行 為傾斜？再者，社會學習理論並無法清楚說明影響青少年接觸 偏差同儕的最根本原因，亦即忽略了是何種因素將青少年推向 偏差同儕，再習得偏差行為。因此，本研究主要依據緊張理論、 社會學習理論、認同非法手段等理論，研擬建構一個整合負面 生活事件及日常生活困擾等緊張因素、接觸偏差同儕、認同非 法手段，且較為適合解釋國中生偏差行為發生的結構模式。並 以此理論模式作為主要分析架構深人探討國中生偏差行為的 成因。 本研究抽樣對象為台南市都會區國民中學七、八、九年級 學生，採用分層叢聚隨機抽樣方式，有效樣本數共306名，並 透過結構方程模式來檢定所蒐集之數據。研究結果發現：（1) 緊張因素會影響青少年偏差行為及增加與偏差同儕接觸的程 度。(2)緊張因素會經由接觸偏差同儕的中介效應，間接影響 青少年偏差行為。（3)接觸偏差同儕會影響青少年偏差行為。 依據研究的分析結果，文中就未來對青少年偏差行為之研究與 輔導提出相關建議。

A general strain theory and social learning theory provided very important conceptions in the explanation of deviant development. However, adolescents who faced same level of strain had different deviant behavior. There might be the impact of other factors on the relationships between strain and delinquency. Social learning theory could not clearly explain the original causes of deviant behavior^ development. Therefore, the purpose of this study was to count the impact of social strain factors to resupply the effect of association with deviant peers on the occurrence of delinquency. The study tried to provide a model in explaining the effects of social strain factors, association with peers, and agreement with illegal means on Taiwanese delinquency. The stratified cluster random sampling method was adopted to draw 306 junior high school students from the metropolitan in Tainan. SEM was used to test the model. The findings of this study were: (1) strain factors influenced the development of delinquency and association with deviant peers; (2) association with deviant peers played a mediator between strain factors and delinquent behavior; (3) association with deviant peers had impact on adolescent delinquency. According the results, suggestions were also provided in the paper.