愛上學的孩子，不會變壞嗎？論學校因素與青少年偏差行為之關係

Can a Youth Love to Go to School and Yet Behave Delinquently? A Study on Schooling and Juvenile Delinquency

本文主要目的是企圖從社會學者高夫曼的戲劇理論和教育社會學觀點出發，探討學校因素與青少年偏差行為之關係。在與107名國中、高中、保護管束、輔育院、青少年監獄等機構之青少年進行問卷調查與深入訪談之後，本文主要的發現有：（1）在各種學校因素中，對所有青少年的偏差行為造成最大影響的是教師的排斥，其次是不喜歡上學的態度和行為，然後是學校過度強調升學導向因素；（2）不喜歡上學對危險組和犯罪組青少年的各種偏差行為解釋力較大，但不影響一般組青少年的偏差行為；（3）整體學校因素對危險組青少年的偏差行為（包括虞犯與犯罪行為）解釋力最大，這一群青少年正好處於一般青少年與犯罪青少年之間；（4）學校因素對一般組虞犯行為的解釋力大於較為嚴重的犯罪行為；對犯罪組犯罪行為的解釋力大於較為輕微的虞犯行為。根據研究發現，本文建議為發揮學校作為預防青少年犯罪問題的機構功能，學校應至少給予青少年生活的舞台，並營造友善的師生互動空間。本文也建議中學教育能否預防青少年犯罪升高的成敗應建立在兩個指標上：（1）學校是否能留住具有偏差傾向的學生？（2）教師能否在極大的付出中，依然如常對所有學生的價值與需求做出回應。最後，因為本研究樣本數較少，研究結果的廣泛推論與應用尚待未來更多研究之投入與反覆驗證。

The main purpose of this paper is to examine the relationship between schooling and juvenile delinquency in Taiwan. After collecting 107 aged 13-18 students data by both quantitative survey instruments and qualitative depth interviews, this paper finds that (1) the most influential school factors on delinquency are the teachers’ prejudice to “delinquent” students, the students’ negative attitudes to school, and the atmosphere of over-emphasis on grades in school; (2) the explanation of negative attitudes on delinquency works more effectively to at-risk and delinquent students than those non-delinquents; (3) schooling has more negative effects on at-risk students than the delinquents and non-delinquents; (4) school factors explain more significantly to the serious delinquent behaviors than misdemeanors. According to the research findings, this paper suggests that schools build a comfortable, friendly environment for students to stay and interact with teachers. Two criteria are suggested to evaluate how the organizational success a high school is: (1) if schools are able to make delinquent students voluntarily stay and continue studying; (2) if teachers are willing to respond hospitablly to the needs of students. However, the conclusions of this paper need to be more carefully applied, due to its relatively small sample size.