本研究試圖以一般化緊張理論、社會資本理論的觀點，探討不同的緊張因素、一般化評估、負向情緒與社會資本，對於高中生職學生偏差行為的影響機制。本研究針對臺南市共817位公私立高中職學生進行問卷調查，並以偏最小平方法結構方程模式進行統計分析，本研究結果如下：
一、就現實與期待落差對於偏差行為之關係而言，現實與期待落差對於偏差行為並無直接影響，則是分別藉由一般化評估、負向情緒，以及從一般化評估至負向情緒的路徑影響到偏差行為的發生頻率。
二、就負面生活事件對於偏差行為之關係而言，負面生活事件不僅對於偏差行為具有直接正向的影響，而且會透過一般化評估、從一般化評估至負向情緒的路徑，間接影響偏差行為發生的頻率。
三、就受欺凌經驗對於偏差行為之關係來說，受欺凌經驗對偏差行為的直接影響並不顯著，則是藉由一般化評估間接影響偏差行為的頻率。
四、就社會資本之調節效果而言，學校社會資本調節對於緊張因素與一般化評估之調節效果達顯著，換言之，學生擁有學校社會資本的多寡，將左右受欺凌經驗對於一般化評估的影響。
最後，依據研究結果進行討論並提出建議，供學校輔導、課程發展與未來研究作參考。

The purpose of this study was to explore the effects of the gap between reality and expectations, negative life events, victimizations, general assessment, negative emotion and social capital on the delinquency among high school students by partial least squares structural equation modeling. Therefore, this study integrated strain theory and social capital theory to build up an integrated model. To achieve these purposes, the sample in this study consisted of 817 students from 8 high schools in Tainan city. The results of this study were as follows: (1) The gap between reality and expectations indirectly affected delinquency through general assessment, negative emotion and the path from general assessment to negative emotion. (2) Negative life events not only directly affected delinquency but also influenced delinquency through general assessment, and the path from general assessment to negative emotion. (3) Victimizations indirectly affected delinquency through general assessment. (4) School social capital had significant moderated effect between victimizations and general assessment. According to the results, this study made some suggestions to counseling strategies, curriculum planning and future research.

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