本研究目的在探討國小高年級學生知覺教師班級秩序管理、低自我控制、學業控制因素與班級偏差行為之關聯性。研究對象為嘉義市的國小高年級學生，本研究採自陳問卷調查法，共抽選十二所學校得有效樣本共1,100人。再將所得資料以描述性統計、相關分析及巢式迴歸模型分析進行處理與分析。本研究結果顯示：（1）國小高年級學生之知覺教師班級秩序管理對班級偏差行為具影響力。（2）國小高年級學生之低自我控制對班級偏差行為具影響力。（3）國小高年級學生之學業控制因素對班級偏差行為不具影響力。 最後，本研究依據研究結果進行討論並提出建議，作為教師、學校單位及有關教育機關以及未來研究之參考。 The main purpose of this study was to investigate the relationship among students’ perception of teachers’ classroom order management, low self-control, academic control factors, and class deviant behavior of the fifth and sixth graders .Self-report questionnaire was used to collect data. The sample in this study consisted of 1¸100 students from 12 elementary schools in Chiayi City. The statistical methods of this study included descriptive statistics, correlation analysis, and nested regression model analysis. The results of this study were summarized as follows: (1) The students’ perception of teachers’ classroom order management had effects on class deviant behavior; (2) Low self-control was related to class deviant behavior; (3) Academic control factors had no significant impacts on class deviant behavior. Finally, the detailed results and suggestions for further research and implementation were discussed.
