本研究以Agnew（1992）的一般化緊張理論為核心架構，結合Bandura（1977）之自我效能理論與Merton（1938）之失範理論，探討緊張因素對青少年偏差行為之影響機制，並檢驗自我效能與失範信念在兩者之間所扮演之單純中介與鏈式中介角色，以及比較各中介路徑在違規行為與攻擊破壞行為之間是否存在差異。
研究樣本資料來源為「臺灣青少年成長歷程研究」資料庫，選取2000年國中一年級學生共2,304人。研究工具包含緊張因素、自我效能、失範信念、違規行為與攻擊破壞行為等量表。統計分析採用偏最小平方法結構方程模型，並以拔靴法進行中介效果檢定。研究結果發現：（1）緊張因素對違規行為與攻擊破壞行為具有正向影響效果；（2）緊張因素負向影響自我效能、正向影響失範信念；（3）自我效能負向影響失範信念與攻擊破壞行為，但對違規行為未具有影響效果；（4）失範信念正向影響兩類偏差行為；（5）緊張因素可透過失範信念之中介，以及從自我效能到失範信念之鏈式中介間接影響偏差行為；（6）所有中介路徑對兩類偏差行為之影響並無差異。
本研究檢驗緊張因素透過削弱自我效能、進而強化失範信念，最終引發偏差行為之連續性認知轉化歷程，為青少年偏差行為之認知中介機制提供實證基礎，並對預防介入方案提出具體建議。

This study investigated the effects of strain factors on adolescent delinquency and examined the mediating roles of self-efficacy and anomic beliefs in this relationship. Specifically, this study tested both the simple mediating effects and the serial mediating effects of self-efficacy and anomic beliefs, and further compared whether these mediating pathways differed between rule-breaking behavior and aggressive/destructive behavior.
Data were drawn from the Taiwan Youth Project, with a sample of 2,304 seventh-grade students. PLS-SEM and bootstrap resampling were used for analysis and mediation testing. Results showed that: (1) strain positively predicted both rule-breaking and aggressive/destructive behaviors; (2) strain negatively predicted self-efficacy and positively predicted anomic beliefs; (3) self-efficacy negatively predicted anomic beliefs and aggressive/destructive behavior, but not rule-breaking behavior; (4) anomic beliefs positively predicted both types of delinquency; (5) strain indirectly influenced delinquency via anomic beliefs alone and via serial mediation from self-efficacy to anomic beliefs; and (6) no significant differences were found across mediating pathways for the two types of delinquent behavior.
These findings elucidate a continuous cognitive transformation process—from strain to diminished self-efficacy, to reinforced anomic beliefs, and ultimately to deviant behavior—lending empirical support to the cognitive mediating pathways through which strain contributes to adolescent deviance. The practical implications for the design and implementation of prevention and intervention programs are discussed.

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