● 中文摘要：

　　本研究以Bandura(1973)之社會學習理論、Agnew(1992)之一般化緊張理論與Minuchin(1974)之家庭系統理論等理論觀點為基礎，探討家庭暴力經驗、社會支持與國中生偏差行為之關聯性。本研究之研究目的為：(一)探討國中生家庭暴力經驗之現況；(二)探討家庭暴力經驗與國中生偏差行為之關聯性；(三)探討社會支持對家庭暴力經驗與國中生偏差行為之關聯性的影響。研究對象為台灣都會地區之國民中學學生，採分層叢集隨機抽樣方式，抽取六所學校共1,182名學生，再將所得資料以描述統計、皮爾森積差相關與多元迴歸之巢式迴歸模型技術等統計方法進行資料處理與分析。
　　本研究結果顯示：(一)目睹父母精神虐待會使國中生產生內外向問題行為與學業適應問題；(二)父親虐待會使國中生產生內外向問題行為與學業適應問題、母親懲罰性的管教會使國中生產生學業適應問題、母親虐待會使國中生產生內向性問題行為、母親嚴重虐待會使國中生產生外向性問題行為；(三)手足精神虐待會使國中生產生內向性問題行為、手足嚴重肢體暴力會使國中生產生外向性問題行為與學業適應問題；(四)父親支持、母親支持與師長支持能降低手足精神虐待對國中生內向性問題行為之影響力，以及降低手足嚴重肢體暴力對國中生學業適應問題之影響力。最後，根據上述研究結果進行討論並提出建議，以供家庭、學校與未來研究作參考。

● English Abstract: 

     In this paper, an analytic study for the relationships among experiences of family violence, social support, and junior high school students’ delinquency based on Social Learning Theories, General Strain Theory, and Family System Theories. The purposes of this study were to investigate: (a) the situation of experiences of family violence of junior high school students; (b) the relationship between experiences of family violence and delinquency; (c) effect of social support on the relationship between experiences of family violence and delinquency. The sample in this study consisted of 1,182 students from 6 junior high schools in the metropolitans of Taiwan. In this study, statistical analyses included descriptive statistics, correlation analysis, and nested regression model analysis.
　　The major findings were as followings: (a) exposed to parent psychological aggression was significantly related to internal and external behavior problems and learning-adapted problems; (b) father maltreatment was related to internal and external behavior problems and learning-adapted problems; mother nonviolent discipline was related to learning-adapted problems; mother maltreatment was related to internal behavior problems; mother severe maltreatment was related to external behavior problems; (c) sibling psychological aggression was related to internal behavior problems; sibling severe physical assault was related to external behavior problems and learning-adapted problems; (d) support from father, mother or teachers could reduce the effect of sibling psychological aggression on internal behavior problems and the effect of sibling severe physical assault on learning-adapted problems.
　　Finally, possible explanations for these findings and implications were discussed. Based on the findings, this study also proposed some relevant suggestions that could be a reference to parent, teachers and researchers.

● 文章連結：https://hdl.handle.net/11296/7445m9

● 資料來源：臺灣博碩士論文知識加值系統