以徑路分析檢驗國中生的自我歸因、低自我控制及父母支持對偏差行為之影響

Using Path Analysis to Test the Impact of Self-Attribution, Low Self-Control, and Parent Support on Deviant Behavior of Junior High School Students in Taiwan

本研究目的旨在探究國中生在能力不足、老師偏見和負面情緒的自我歸因、低自我控制以及父母支持分別對偏差行為之影響，並針對所建構之理論模式進行適配度考驗。研究資料係取自「青少年日常生活經驗」之問卷調查資料，其研究樣本計有1,645人。本研究結果發現：（1）國中生之能力不足、負面情緒的自我歸因變項均對其低自我控制變項具有負面的直接效果；但皆對其偏差行為變項未有顯著直接之影響；（2）國中生在老師偏見的自我歸因變項對其低自我控制及偏差行為變項均具有負面的直接效果；（3）國中生的低自我控制變項及父母支持變項均對其偏差行為變項具有直接效果，即國中生行事愈容易衝動，則其偏差行為就愈多，相對地國中生愈難以獲得其父母支持，則其偏差行為亦愈多；（4）國中生的低自我控制變項對父母支持變項具有負面的直接效果，進而間接地亦會對偏差行為變項產生負面之影響；（5）國中生的自我歸因、低自我控制、父母支持和偏差行為之結構及層次關係具實證性。最後，本研究依據其結果進行討論，並提出學習輔導與後續研究之相關建議。

The purposes of this research are to test (1) the impact of self-attribution, including incapability, teacher's discrimination, and negative emotions, low self-control, and parent support on deviant behavior of junior high school students in Taiwan, and (2) goodness-of-fit of this theoretical model. Data were collected from questionnaire survey of teenaged everyday life experiences and there were 1,645 subjects in this study. The following conclusions are drawn from this research, including (1) self-attribution of incapability and negative emotions affect low self-control, having negative and direct effects, but don't directly affect deviant behavior, (2) self-attribution of teacher's discrimination affects low self-control and deviant behavior, having negative and direct effects, (3) low self-control affects deviant behavior, having negative and direct effects, but parent support affects deviant behavior, having positive and direct effects, (4) low self-control affects parent support, having negative and direct effects, and indirectly affects deviant behavior, having negative effects, (5) this theoretical model of self-attribution, low self-control, parent support, and deviant behavior is positive. Finally, research limitations and suggestions for future research and practice of learning counseling are also discussed.