本研究嘗試以一般化緊張理論的觀點，運用動態分析技術，探討國中生日常生活困擾、負面生活事件與負面人際關係對於初次偏差行為發生的影響機制。歷時一年半的時間，經歷三個學期之固定樣本縱貫研究，採用學生自陳量表調查臺南市七所國民中學學生，共計完成縱貫調查371位研究對象，並且採用事件史分析法進行統計分析。本研究結果如下：
1. 國中生初次偷竊行為、暴力和虞犯行為的高峰期都在105學年度下學期，而且國中生初次暴力和虞犯行為的發生會受到國中時期不同時間的發展階段有所影響。
2. 在國中生初次偷竊行為方面，發現國中生隨著年級的增長，發生初次偷竊行為的可能性愈低。在控制其他變項之後，106學年度上學期的日常生活困擾比105學年度下學期的日常生活困擾，顯著地降低國中生初次偷竊行為發生的可能性，而且國中生日常生活困擾愈多，發生初次偷竊行為的可能性愈高。
3. 就國中生初次暴力行為而言，發現國中生隨著年級的增長，發生初次暴力行為的可能性愈低。國中生與老師和同儕負面關係愈嚴重，發生初次暴力行為的可能性愈高。
4. 在國中生初次虞犯行為方面，發現國中生負面生活事件愈多，其發生初次虞犯行為的可能性愈高；國中生與老師負面關係愈嚴重，其發生初次虞犯行為的可能性愈高；國中生與同儕負面關係愈嚴重，其發生初次虞犯行為的可能性愈高。在控制時間和其他變項之後，106學年度下學期國中生與老師負面關係比105學年度下學期時，顯著地降低國中生初次虞犯行為發生的可能性。
質言之，國中生經歷日常生活困擾、負面生活事件，以及與老師和同儕負面關係等緊張因素，對於初次偏差行為的發生可說是關鍵因素。以教育的觀點，家庭和學校是防治國中生偏差行為發生的重要影響力量；因此，親師互動和師生溝通顯得格外重要，引導學生情緒抒發和導正負面能量，避免學生透過非法手段或途徑，走入偏差行為。

The purpose of this study was to explore the effects of life hassles, negative life events, and negative relations on the onset of delinquency for junior high school students by dynamic analysis approach, based on the perspective of general strain theory. This study took three semesters to survey 371 participants from seven junior high schools in Tainan. This study indicated that the peaks of the onset of property, violence, and status offences were in the second semester of 2017. In terms of the onset of property, the more life hassles students experienced, the higher probability the onset of property occurred. In respect to the onset of violence, the more serious negative relations with teachers and peers students experienced, the higher probability the onset of violence occurred. With regard to the onset of status offences, the more negative life event students met, the higher probability the onset of status offences occurred. Moreover, The more serious negative relations with teachers and peers students experienced, the higher probability the onset of status offences occurred.
To sum up, that students meet life hassles, negative life events, and negative relations with teachers and peers has a crucial effects on the onset of delinquency for junior high school students, so family and school are significant influential powers to prevent students from delinquency. Therefore, it is important for teachers to communicate well with parents and to interact peacefully with students in order to lead them to release negative emotions and protect them from illegitimate means.

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