本研究採用鏡中自我理論與投入產出模式，說明學生之家庭知覺即是教育的投入元素，經由學校知覺的運作，而產出學生的行為，藉此探討高中職生之偏差行為，以及其在家庭與學校知覺之關聯性。使用「臺灣教育長期追蹤資料庫」第三波所釋出的問卷資料，進行結構方程模式之分析，顯示模式架構與實證資料之適配度良好。研究結果發現：1.家庭知覺對學校知覺具有影響力；2.家庭知覺對偏差行為具有正向的影響；3.學校之負向知覺對偏差行為具有正向的影響。最後，根據研究結果與發現，提出具體建議，以作為未來進一步研究之參考。

Based on the looking glass-self theory and the input-output model, this studyindicated that students’ family perception was input elements of education, and through the operation of school perception , we explored the association of the family and school situation on senior high school students’ deviation. Using structuralequation modeling(SEM), weanalyzedthequestionnaire data of Taiwan Education Panel Survey (TEPS) from the third wave and found the assessment of model-data fit was good. Analysis results showed: 1. the family perception had influence on the school perception; 2. family perception had positive influence on deviant behavior; 3. negative perception of school situation had positive influence on deviant behavior. Finally, based on the results and findings, we put forward suggestions, as a reference for further study in the future.