學業成就與行為表現是學生在學校中最主要的活動，學生對學業及行為表現的歸因，影響學生學習的動機、態度、情緒、責任感與對後續成功表現的期望；教育對學生學業及行為表現的歸因，則影響教師對學生的情感、評價、態度、回饋與幫助行為。以往有關師生對學生學業及行為歸因的研究，在範圍上多將學業與行為分別予以探討；在對象上，多為假設情境投射測驗；在師生受試的關係上鮮有配對取樣之研究。

本研究將國中學生依其學業成就高低及偏差行為傾向作為學生受試篩選的標準，將學生分為高學業成就高偏差行為傾向組、高學業成就低偏差行為傾向組、低學業成就高偏差行為傾向組及低學業成就低偏差行為傾向組四組，每個受試班級均同時具有四組不同性質的學生，共計有25個班級，100名學生參加施測。教師組受試為上述25個班級之級任導師。兩組受試分別就研究者所提供由事件種類（學業及行為）及事件結果（成功與失敗）所編織而成的四個假設情境做事件原因根源，可控制性及穩定性三個向度的歸因問卷。

研究結果發現：學生組受試在事件原因根源及可控制性向度，情境變項均變顯著，學生對學業及行為事件在原因根源及可控制性向度的歸因受成敗的影響較大，而與其學業成就高低與偏差行為傾向比較沒有關連。在事件原因的穩定性向度歸因上，學業成就及偏差行為均與事件結果具有交互作用：低偏差行為傾向組對成功事件原因比高偏差行為傾向組更傾向做穩定性歸因描述；但對失敗事件，高低偏差行為傾向組間則沒有歸因上的差別。低學業成就組對失敗事件比高學業成就組沒有歸因上的差別；但對學業成功事件原因，高學業成就組比低學業成就組更傾向做穩定性歸因描述。

教師組受試，不論在事件原因根源、可控制性及穩定性向度的歸因上，情境變項與組別變項均有交互作用，高學業成就學生比對低學業成就組在成功事件原因，更傾向做學生個人內在性、可控制性及穩定性向度歸因；對失敗事件原因則更傾向做外在性、不可控制性及不穩定性歸因。不同偏差行為與事件結果亦有交互作用，教師對低偏差行為傾向組比對高偏差行為傾向組在成功事件更傾向做穩定性歸因描述，但對兩組在失敗事件歸因則沒有很大的差別。

本研究結果應有助於了解不同學業成就學生與偏差行為傾向學生之歸因模式，並提供教師在實際教學情境中，面對不同學業成就學業成就學生及不同偏差行為傾向學生時，在學校師生之互動情境中，注意訊息選擇上的缺失與歸因偏誤，增進師生之間的良性溝通，建立合適的教師期望水準並思考如何協助不同的學生增進學習的動機，以達到教學的目的。

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