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本研究旨在建構青少年藥物濫用與偏差行為之影響因素模式，並瞭解復原力如何對青少年藥物濫用與偏差行為產生影響。本研究共分為兩組，在一般組青少年的部份，以台灣地區11所國、高中職（含進修學校）1711 位青少年為研究對象;藥物濫用組則是以台灣地區13所矯治機構中，555位藥物濫用青少年為研究對象。研究工具包括衝動性人格量表、父母依附關係量表、師生互動關係量表、同儕關係量表、偏差同儕量表、青少年復原力量表、青少年偏差行為量表與藥物濫用程度量表。本研究採用描述性統計分析、探索性因素分析、驗證性因素分析、單因子多變量變異數分析、Pearson積差相關與結構方程模式進行資料分析。研究主要發現如下： （一） 藥物濫用組青少年之衝動性人格、與父母之間的疏離感、所接觸的偏差同儕及其行為偏差程度顯著高於一般組。 （二） 兩組青少年和父母、教師以及同儕之間均有良好的依附與互動關係。但一般組青少年之師生互動與同儕關係顯著高於藥物濫用組。 （三） 兩組青少年皆有良好的復原力。然一般組青少年在「同理心與人際互動」及「情緒調節」的得分上較高。而藥物濫用組則是在「希望與樂觀」的面向上得分較高。 （四） 整體而言，藥物濫用組青少年之藥物渴求與藥物依賴程度並不高。 （五） 衝動性人格與偏差同儕是直接影響青少年偏差行為的關鍵危險因子，而父母依附關係則是使得青少年偏差行為下降的保護因子。衝動性人格、師生互動關係、同儕關係以及偏差同儕會透過復原力，提高個體行為偏差的程度。僅有父母依附關係會透過復原力降低青少年的偏差行為。 （六） 藥物濫用雙模式驗證結果皆顯示復原力是直接影響青少年藥物濫用的關鍵保護因子；而偏差行為則是對青少年藥物濫用有直接影響的關鍵危險因子。衝動性人格、師生互動關係與偏差同儕都會透過復原力與偏差行為，而提高青少年藥物濫用的程度。而父母依附關係與同儕關係則是會透過復原力及偏差行為降低青少年的藥物濫用。 最後，根據本研究主要發現提出若干意見，以提供相關單位與人員在教育、犯罪矯正與學術研究上之參考。 / The aim of this study was to construct the factor model of drug abuse and delinquency among adolescent and to explore the influence of resilience on the factor model. The participants in this study were 1711 middle school students and 555 youth drug offenders in prisons in Taiwan. Moreover, the employed instruments included the Inventory of Impulsive Personality, the Inventory of Mentoring Function, the Inventory of Meaning Making, the Inventory of Parent Attachment, the Inventory of Teacher-student Interaction, the Peer Subscale of TRICA, the Inventory of peer delinquency, the Inventory of Adolescent Resilience, Juvenile delinquency Questionnaire, and the Inventory of Drug Abuse. The collected data was analyzed by descriptive statistics, exploratory factor analysis, confirmatory factor analysis, one-way MANOVA, Pearson correlation, and SEM. The main findings of this study were as follows: (1) Youth drug offenders had high levels impulsivity and engaged in more delinquent behavior than the normal group; they also felt more alienated by their parents; youth drug offenders’ peers engage in more delinquent behaviors than the normal subjects. (2) Both normal subjects and youth drug offenders were perceived high levels of teacher-students interaction, parental attachment, and good peer relationship. Nevertheless, normal subjects had stronger perceived teacher’s influence and better peer relationship than the youth drug offenders. (3) Both normal subjects and youth drug offenders had high levels of resilience; nevertheless, normal subjects outperformed the youth drug offenders on the “empathy and interpersonal interaction” and “emotional regulation”. Youth drug offenders outperformed the normal subjects on the “hope and optimism”. (4) Youth drug offenders didn’t have high levels of drug craving, dependence, and drug abuse. (5) Adolescent impulsive personality and peer delinquency as the risk factors had direct effects on juvenile delinquency; conversely, parental attachment was the protective factors. Moreover, adolescent impulsive personality, teacher-student interaction, peer relationship, and peer delinquency had indirect effect on their delinquent behavior via resilience. (6) According to these two factor models of drug abuse, teacher-student interaction and peer delinquency had direct effect on drug abuse for model 1; and only teacher-student interaction had direct effect on drug abuse for Model 2. Moreover, the results of these two factor models, resilience were the important protective factor against drug abuse; conversely, juvenile delinquency as the risk factor had the direct effect on drug abuse. As the result, impulsive personality, teacher-student interaction, and peer delinquency had indirect positive effect on drug abuse via resilience and juvenile delinquency; moreover, parental attachment and peer relationship had indirect negative effect on drug abuse via resilience and juvenile delinquency. Recommendations for family, school, correctional institution, and future study are discussed.

本研究旨在瞭解師生互動關係的概況、探討師生背景變項及學生人格特質與師生互動關係間的關係、以及師生互動關係及滿意度與學生偏差行為表現間的關係，乃以國中學生800人為研究對象，再採用人格特質量表、師生互動關係及滿意度量表及偏差行為量表等研究工具，獲取所需資料，再以描述統計、卡方考驗、多變量變異數分析、區別分析、皮爾森積差相關、單因子變異數分析、二因子變異數分析、scheffe’之事後考驗、多元逐步迴歸分析等統計方法進行分析。 本研究之主要發現如下： 1.當前國中師生互動關係偏向「影響力」較多，「接近性」中等的情形，若進一步分為四種類型來看，又以「低影響低接近型」及「高影響高接近型」的互動關係最多；「低影響高接近型」最少。 2.性別不同的學生與教師間的師生互動關係（影響力、接近性及類型），並無顯著差異存在。 3.教師對來自不同家庭社經地位學生的「影響力」及師生互動關係類型，並無顯著差異存在。然而，教師與來自高社經地位家庭的學生的「接近性」，較多於來自中社經地位家庭者。 4.性別不同的教師與學生間的師生互動關係（影響力、接近性及類型），並無顯著差異存在。 5.不同性別組合的師生，其間互動關係的「影響力」及師生互動關係類型，並無顯著差異存在。然而，男學生與男教師在互動時，其間的「接近性」，顯著高於男學生與女教師，且女學生與男教師在互動時，其間的「接近性」，顯著高於男學生與女教師者。 6.學生的五大人格特質與師生互動關係之「影響力」間存有顯著正相關的關係；學生的和善性、嚴謹自律性、外傾支配性及聰穎開放性，與師生互動關係之「接近性」間存有顯著正相關的關係；且以學生人格特質區別師生互動關係類型的正確率為42.5%。 7.當教師對學生之影響力或接近性越少時，學生會表現越多的偏差行為。且「低影響低接近型」的師生互動關係，學生的偏差行為表現顯著多於「高影響高接近型」的師生互動關係。 8.當教師對學生之影響力或接近性越多時，學生對師生互動關係越滿意。且「高影響高接近型」的師生互動關係，學生滿意度高於其他三種類型的互動關係；而「低影響低接近型」者，學生滿意度低於其他三種類型的互動關係。 9.師生互動關係與滿意度會交互影響學生偏差行為表現。 10.對整體學生而言，能有效預測其偏差行為表現的變項各有不同，預測力在17.8%至18.0%之間。 11.對男學生而言，能有效預測其偏差行為表現的變項各有不同，預測力在18.8%至19.6%之間。 12.對女學生而言，能有效預測其偏差行為表現的變項各有不同，預測力在16.3%至17%之間。 最後，本研究根據研究結果進行討論，並對教師、學校及未來研究，提出具體建議，供後續實務工作及研究參考。 / The main purposes of this study were to investigate the styles of teacher-student interaction in junior high school and to explore the relationships among personalities of junior-high-school students, teacher-student interaction, students’ satisfaction and misbehaviors. The participants included 800 junior high school students in Taiwan. The employed instruments were Personality traits Inventory, Teacher-Student Interaction Inventory, and Activity Experiences Inventory. The applied analysis methods were Descriptive statistics, Chi-square test, MONOVA, Discriminant Analysis, Pearson Correlation, One-way ANOVA, Two-way ANOVA, Scheff’s Method and Multiple Regression. The main findings in this study were as following: 1.Teacher-student interaction in junior high school was high “Influence” and middle “Proximity”, and further, the most frequently styles of teacher-student interaction were “Low-influence Low-proximity”, and “High-influence High- proximity”; the least is “Low-influence High- proximity”. 2.For students, there were no significant gender differences on teacher-student interaction. 3.There were no significant SES differences on influence and styles of teacher-student interaction, however, SES had negative influences on proximity of teacher-student interaction. 4.For teachers, there were no significant gender differences on teacher-student interaction. 5.There were no significant gender differences on influence and styles of teacher-student interaction, however there were significant differences on proximity of teacher-student interaction, more specially, interaction of male students and male teachers had higher proximity than male students and female teachers, and interaction of female students and male teachers had higher proximity than male students and female teachers. 6.Personalities of students and influence of teacher-student interaction had significant positive correlations. Agreeableness, conscientiousness, extraversion and openness to experience of personalities of students and proximity of teacher-student interaction had significant positive correlations, and personalities of students can correctly discriminate 42.5% styles of teacher-student interaction. 7.Influence and proximity of teacher-student interaction had negative influences on students’ misbehaviors, in addition, the style of “Low-influence Low- proximity” leads to high students’ misbehaviors. 8.Influence and proximity of teacher-student interaction had positive influences on students’ satisfaction, and students mostly satisfy the style of “High-influence High- proximity”, and dissatisfy the style of “Low-influence Low- proximity. 9.Teacher-student interaction and students’ satisfaction effect reciprocally student’s misbehaviors. 10.For whole students, many different variables could effectively predict student’s misbehaviors about 17.8% to 18%. 11.For male students, many different variables could effectively predict student’s misbehaviors about 18.8% to 19.6%. 12.For female students, many different variables could effectively predict student’s misbehaviors about 16.3% to 17%. Finally, after discussion, the researcher proposed some suggestions for educational instruction and future studies.

托育安排對幼兒發展有著長遠影響。本研究旨在探討托育安排與兒童犯罪的可能關聯性。資料涵蓋自1998年至2015年間臺灣地區共16個縣市，估計方法採用最小平方法、固定效果以及隨機效果模型。 研究結果顯示，縣市的兒童犯罪率與其課後托育的比例有負向關聯，意味著當一個縣市有著較高比例的課後托育兒童時，其兒童犯罪率會進而降低。另外，結果亦指出，如離婚率、婚生嬰兒比以及人口密度等解釋變數，與兒童犯罪率呈現顯著相關。然而，破獲率和警政支出似乎與兒童犯罪率無關。 鑑此，為避免課後托育匱乏所帶來的長久負面效應，應在托育政策的制訂上，建立一個安全友善、平價普及的課後托育制度；其次，地方政府也應在幼托政策上投注更多資源，以達到兒童犯罪預防的效果；最後，政府機構須正視區域發展失衡對孩童的影響。 / Childcare arrangement plays an important role to child development. This study is to explore the possible correlation between childcare arrangement and child crime. The data is from 16 counties and cities in Taiwan from 1998 to 2015. The estimation methods are ordinary least squares, fixed effects and random effects models. The results show that a county/city’s child crime rate is negative correlated to its after-school care ratio, which implies that when a county/city has a higher proportion of children in after-school care programs, the child crime rate would be lower. The results also show that some explanatory variables, like divorce rate, legitimate baby ratio and population density, are significantly correlated to child crime rate. However, crime detection rate and police expenditure seem to be not correlated with child crime rate. In formulation of proper childcare policy, it is important to create a safe, friendly, affordable, and universal after-school care system. So, it could ensure that the long-term negative effect from lacking of after-school care program. In addition, local government should spend more resource on child care programs in order to achieve the effectiveness of child crime prevention. Finally, government agency should also address the regional development imbalances on children.

本研究共壹冊，約七萬字，分成五章十七節。研究的目的有二： （一）探討刺激尋求動機與創造力、偏差行為的關係，以期對青少年問題提供一個合 理的解釋。 （二）根據研究結果，提出結論和建議，以做為今後青少年教育之參考。 研究樣本包括大台北地區（台北市、台北縣）三九八名國中、高中、高職的男性在學 學生以及一一七名台北少年觀護所的男性少年。研究結果發現： （一）一般青少年和犯罪青少年在刺激尋求、創造力及環境支持的分數上有顯著差異 ，犯罪青少年比一般青少年具有較高的刺激尋求動機和創造力，以及具有較少的環境 支持。 （二）高、低刺激尋求者在創造力及偏差行為上有顯著差異。不管是一般青少年或是 犯罪青少年，高刺激尋求者皆比低刺激尋求者具有較多的創造力及偏差行為。 （三）不同環境支持者在偏差行為上有顯著差異。其中以中度環境支持者的偏差行為 最高，並且顯著高於高環境支持者。但在創造力分數上則沒有顯著差異。 根據以上結果，加以討論，並提出建議，以做為今後青少年教育之參考。

本論文旨在探討台灣運動節目性別偏差之成因，從運動產業複合體運作過程的角度切入，了解運動產業中資本流動對於節目性別偏差的影響為何。本論文主要有兩個研究問題：（一）了解台灣的運動產業複合體的運作情況；（二）台灣的運動產業複合體架構對運動節目性別偏差之影響。本論文所採用的研究方法為深度訪談法，來了解運動產業複合體三者（運動組織－媒體組織－企業組織）之間的互動關係，針對性別偏差的部分則是以文本分析為主、深度訪談為輔。 　本論文以SBL及WSBL為研究案例。研究結果發現，台灣運動產業複合體的運作邏輯，大致符合西方文獻中所述的運動與資本的關係，三者間的資金流動造成其相互依賴；而性別偏差的部分，從量與質兩大面向的分析結果，發現台灣運動轉播節目確實有性別偏差的現象，且造成此一現象的原因，是因為運動產業三者間存有「群眾≒利潤」的思考邏輯，使得運動組織、媒體組織、企業組織皆以男籃為主、忽視女籃，而形成了節目偏異的結果。 / This paper purposes to discuss the reasons of the gender disproportion of the sports programs in Taiwan. The main direction of this paper is the sport/industry complex, and this paper tried to understand how the capital circulating in the complex effects the gender disproportion of sports programs. The two main questions include: (1) How the Taiwan sport/industry complex works? (2) How the framework of Taiwan sport/industry complex influences the gender disproportion of sports programs? I used the method of in-depth interviewing to find out the relationship within the three parts of sport/industry complex (sport organizations-media organizations-enterprise organizations). Text analysis is the major method to analyze the gender deviation, and the secondary method is in-depth interviewing. 　The study cases are SBL and WSBL in this paper. The result reveals that the logic of working sport/industry complex approximately conforms with the relationship of sport and capital described in the west literature. From two directions of quality and quantity, the observing results show that there is gender disproportion in Taiwan sport programs. More important, the logic “audience≒profit” within the three kinds of organizations is the reason of gender deviation. It also makes the sport, media, enterprise organizations put their resources on the male basketball games and ignore the female basketball games. Therefore, the gender disproportion in the Taiwan sport programs forms.

本研究探討高通量染色體捕捉技術 (high-throughput chromosome conformation capture, Hi-C) 實驗所產生的關聯矩陣資料之正規化方法。已知該類實驗主要用來測量染色體之間的空間距離，正規化的目的是移除資料中的系統性偏差，本文主要針對基因特徵所造成之偏差。有別於Hu等人 (2012) 所提出的「局部基因特徵正規化法」(local genome feature normalization, LGF法)，我們所提出的「二次函數正規化法」(quadratic function normalization, QF法) 建立在更為一般化的二次對數模型與負二項分配假設上。本研究透過模擬實驗以及人類淋巴細胞資料 (GSE18199) 來評估QF法的表現，並且與其他方法比較。在模擬實驗中，我們發現當模型正確時，QF法能有效消除偏差。在實例中，當基因特徵偏差被消除後，則染色體之間的相對距離在重複實驗資料之間有更為一致的結果。另一方面，我們發現實驗所採用的限制酶影響關聯矩陣的結果，而且運用這些正規化方法並不能有效消除限制酶造成的偏差。 / Recently, the high-throughput chromosome conformation capture (Hi-C) experiment is developed to explore the three-dimensional structure of genomics. To assess the chromosomal interaction, a contact matrix is produced from a Hi-C experiment. Very often, systematic technical biases appear in the contact matrix and lead to inadequate conclusions. Consequently, data normalization to remove these biases is essential and necessary prior advanced inference. In this research, we propose the so-called quadratic function normalization method, which is a modification of the local genome feature normalization (Hu et al., 2012) by considering a more general model. Simulation studies are conducted to evaluate the proposed method. When the model assumption holds, the proposed method has adequate performance. Further, a Hi-C data set of a human lymphoblastoid cell GSE18199 is employed for a comparison of our method and two existing methods. It’s observed that normalization improves the reproducibility between experimental replicates. However, the effect of normalization is lean in eliminating the bias of restriction enzymes.

指數型基金透過追蹤指數來提供投資人被動管理的投資策略，因而成為保守投資人的熱門投資工具。本論文的目的在於建立一個追蹤指數的同時也能有效控管損失的指數型基金。在此目標下，該基金面臨到的不單是追蹤指數的績效，還有降低資產配置風險的問題。有鑑於此，本論文融合兩種下方風險的概念：指數追蹤的下方偏差(downside absolute deviation)以及條件風險值(conditional value-at-risk, CVaR)。針對兩者間的規避程度分別分配其權重，並以該基金之平均報酬大於指數的平均報酬作為限制條件，經由改寫下方偏差與離散化CVaR後得到一個新的線性規劃模型。本論文以台灣50指數與恆生指數的歷史資料做為實證探討的對象，驗證使用本線性規劃模型所建立之指數型基金的效能。 / Index fund has become popular in these days among the conservative investors since it provides a passive investment strategy. The main purpose of this paper is to create an index fund which can replicate the performance of a broad-based index of stocks and has the ability to control the loss efficiently at the same time. For this purpose, the index fund we build confronts with not only the performance of index tracking, but also lowering the level of the risk of assets allocation. In order to accomplish the goal, we combine two concepts of downside risk: downside absolute deviation and conditional value-at-risk (CVaR). Under the constraint of average portfolio return being greater than average index return, and assign weights according to the degree of evasion to each of the risks, a linear programming model is formulated by rewriting downside absolute deviation and discretizing CVaR. The results obtained from the computational experience on Taiwan 50 index and Hang Seng index are provided for testing the efficiency of this model.

本研究使用「臺灣青少年成長歷程研究」2000年國三樣本第一波學生和家長問卷的資料，探討親子知覺教養方式的差異性，同時了解親子知覺的教養方式與國中生偏差行為之關係，並以子女知覺的教養方式為中介變項。 　　本研究之分析方法為描述性統計、相依樣本變異數分析、結構方程模式等，研究結果顯示：一、最常出現的教養方式為監督教養，最少出現的教養方式則為嚴厲教養；而國中生偏差行為的發生情形不高；二、親子雙方的教養知覺有顯著差異；三、本研究提出親子知覺的教養方式與偏差行為之結構關係模式皆獲得支持，(一)親子知覺監督教養的程度愈高，子女發生偏差行為的情形愈低，而子女知覺的監督教養也具有中介效果；(二)子女知覺嚴厲教養的程度愈高，其發生偏差行為的情形也愈高，而父母知覺的嚴厲教養則完全透過子女知覺的嚴厲教養之中介效果，而影響子女的偏差行為；(三)母子知覺引導式教養的程度愈高，子女發生偏差行為的情形愈低，同時子女知覺的引導式教養也具有中介效果，然而父子部分則皆無顯著影響；(四)親子知覺的一致性教養皆對偏差行為沒有顯著的預測力。據此，本研究提出相關討論與建議。 / This study explored the differences between parental and adolescent perceptions of parenting styles, and examined the relationships between these perceptions and adolescent deviant behaviors. Adolescent perception of parenting styles also played a role of mediated variable. The data come from questionnaires filled out by ninth-grade students and their parents from the Taiwan Youth Project in 2000. Data were analyzed using descriptive statistics, ANOVA of paired samples, and structural equation modeling. The results showed that : 1. The frequency of deviant behavior of junior high school students was low. 2. The frequency of monitoring was the highest, and the frequency of harsh disciplines was the lowest. 3. The differences between parental and adolescent perceptions of parenting styles were significant. 4. The results of confirmatory factor analysis supported the theoretical model of parental and adolescent perceptions of parenting styles and adolescent deviant behaviors. (1) When parents and adolescents perceived more monitoring, the adolescents had less opportunity to engage in deviant behavior. Adolescent perception of monitoring also played an important mediating role. (2) When adolescents perceived more harsh disciplines, they had more opportunity to engage in deviant behavior. Through the mediating effect of adolescent perception of harsh disciplines, parental perception of harsh disciplines had significant effects on adolescent deviant behaviors. (3) When mothers and adolescents perceived more inductive reasoning, the adolescents had less opportunity to engage in deviant behavior. Adolescent perception of inductive reasoning also played an important mediating role. However, paternal and adolescent perceptions of inductive reasoning had no significant effects on adolescent deviant behaviors. (4) Parental and adolescent perceptions of consistency had no significant effects on adolescent deviant behaviors. This study also proposed some relevant suggestions.

本研究主要的研究目的在探討青少年自我概念是否能在父母控制（父母心理控制、及父母行為控制）與青少年情緒困擾（焦慮、憂鬱、及憤怒）及偏差行為之間扮演中介的角色。以國中生與高中生共967人為研究對象，以父母心理控制量表、父母監控量表、自我概念量表、貝氏焦慮量表、青少年憂鬱量表、特質生氣量表、偏差行為量表等做為研究工具，再以描述統計、T檢定、皮爾遜積差相關、結構方程模式等統計方法進行分析，結果發現： (一)、 青少年知覺中等程度之父母心理控制與父母行為控制、中上程度之自我概念、低程度之情緒困擾與偏差行為。 (二)、 男、女生所知覺之父母心理控制、焦慮、及偏差行為，存在顯著差異。 (三)、 國、高中生所知覺之父母行為控制、自我概念、焦慮、憂鬱、憤怒、及偏差行為，存在顯著差異。 (四)、 青少年知覺之父母心理控制與其自我概念之間存在顯著負相關、父母行為控制與其自我概念之間存在顯著正相關；父母心理控制與父母行為控制之間存在顯著正相關。 (五)、 青少年自我概念與其焦慮、憂鬱、憤怒、及偏差行為之間，皆存在顯著負相關。 (六)、 青少年知覺之父母心理控制與其焦慮、憂鬱、憤怒、及偏差行為之間，皆存在顯著正相關。 (七)、 青少年知覺之父母行為控制與其焦慮、憂鬱、及憤怒之間，皆不存在顯著相關；青少年知覺之父母行為控制與其偏差行為之間，存在顯著負相關。 (八)、 「父母控制、青少年自我概念、與其情緒困擾及偏差行為間關係」理論模式，與由研究對象為觀察樣本所估計之模式達到適配。亦即將青少年自我概念納入模式後，青少年知覺之父母心理控制對其情緒困擾（焦慮、憂鬱、及憤怒）不再存在直接影響，僅透過青少年自我概念間接負向影響其情緒困擾與偏差行為；父母行為控制除了直接負向影響偏差行為之外，還透過青少年自我概念間接負向影響其情緒困擾與偏差行為。 本研究根據上述研究結果逕行討論，並提出建議，供後續相關研究與實務工作之參考。 / The main purpose of this study is to investigate whether adolescent’s self concept is able to mediate between parental control and adolescent’s emotional disturbance as well as disruptive behavior. Parental control includes psychological control and behavioral control. Emotional disturbance is composed of anxiety, depression and anger. A total of 967 secondary school students from grade 7 to grade 12 responded to the Parental Psychological Control Scale, Parental Monitoring Scale, Self Concept Scale, Anxiety Scale, Adolescent’s Depressive Scale, Anger Temperament Scale and Disruptive Behavior Scale to measure the parental psychological control, parental behavioral control, adolescent’s self concept, anxiety, depression, anger and disruptive behavior respectively. The data were conducted by descriptive statistics, T test, Pearson correlation, structural equation modeling. The major findings are as follows: 1. Adolescents perceived middle level of parental psychological control and behavioral control, upper middle level of self concept, and low level of emotional disturbance as well as disruptive behavior. 2. The parental psychological control, anxiety and disruptive behavior perceived by the male adolescents are significantly different from those perceived by the female adolescents. 3. The parental behavioral control, self concept, anxiety, depression, anger and disruptive behavior perceived by the junior high school students are significantly different from those perceived by the senior high school students. 4. Parental psychological control and behavioral control have the significantly negative and positive correlation with self concept respectively. Parental psychological control is positively correlated with behavioral control significantly. 5. Self concept is negatively correlated with emotional disturbance and disruptive behavior. 6. Parental psychological control is positively correlated with emotional disturbance and disruptive behavior. 7. Parental behavioral control is negatively correlated with disruptive behavior, however, have no significant correlation with emotional disturbance. 8. The SEM results showed that the proposed “model of relations among parental control and adolescents' self concept, emotional disturbance and disruptive behavior” fit the collected data well. That means when considering self concept in model, parental psychological control no longer affects emotional disturbance directly, but, negatively influences emotional disturbance and disruptive behavior via self concept indirectly. Parental behavior control owns the similar indirect influence like psychological control, besides, affects disruptive behavior directly. In accordance with the findings, researcher raised several advices for parents and school for the sake of parental practices and education. Suggestions were also made for further research.