本研究探索及驗證影響學生偏差行為出現之觀測指標，資料使用「臺灣教育長期追蹤資料庫」(TEPS) 2007年第四波之高中、高職、五專(前三年)學生問卷資料。使用SPSS17.0與LISREL8.70統計軟體，進行結構方程模式分析資料，樣本共2,078個。由最後分析結果顯示，本研究所建構「增強制約運用、負向情緒表現、活動成效認知對台灣地區高中職五專學生偏差行為出現之影響假設模式」，顯示增強制約運用因素、負向情緒表現因素、活動成效認知因素與學生偏差行為因素等四項潛在變項的內部結構穩定(λ值從0.49至0.83) ，整體模式適配度良好(GFI=O.97；SRMR=O.034；RMSEA=0.059；NNFI=0.94；NFI=0.95；CFI=0.96；IFI=0.96；RFI=0.93；AIC=-455；PNFI=0.69；PGFI=O.60；CN=369)，具參考價值。再依據研究結果與發現提出具體建議，提供未來進一步研究者參考之用。

The exploratory study was to investigate the influences of deviant behavior measure observational index. The 2,078 student samples of this study were drawn from a large national database, the 2007 Taiwan Education Panel Study (TEPS) and using Structural Equation Modeling (SEM) to analyzed data with SPSS17.0 and LISREL 8.70. The results suggest that four latent variables, enhanced constraints, negative emotions, effectiveness of schools activities and deviant behavior showed good fit of the model (GFI=O.97; SRMR=O.034; RMSEA=0.059; NNFI=0.94; NFI=0.95; CFI=0.96; IFI=0.96; RFI=0.93; AIC=-455; PNFI=0.69; PGFI=O.60; CN=369). The results of the study and applications of the program were discussed, and the suggestions for future research were also proposed.