依附、參與、抱負、信念與青少年學業適應問題關係之研究──社會控制理論的再檢視

Impacts of Attachment, Involvement, Commitment, And Belief on Adolescent Academic Adjustment Problems- Rethinking of Social Control Theory

本研究主要依據Hirschi社會控制理論的觀點，探討依附、參與、抱負及信念和台灣都市區國中階段青少年學業適應問題的關聯性。主要採用分層隨機抽樣方式，有效分析樣本共747名學生，並採用巢式迴歸模型分析所搜集的數據。本研究發現：1．依附父母、依附學校、抱負、參與及信念等社會連結均獲得支持；2．在五項往會連結要素中，以依附父母及學校對青少年學業適應問題的影響力最為顯著；3．由迴歸模型驗證發現，社會鍵的依附父母、依附同儕及參與，以及依附父母、依附同儕及信念對青少年的學業適應問題，分別產生了不同的交互作用；4．往會控制理論較適台解釋程度輕微的偏差行為，如學業適應問題。依據研究結果，本研究在文中提出相關建議學業適應問題。

According to Hirschi’s social control theory, this study triedto find out relationships among attachment, involvement,commitment, belief and academic adjustment problems of juniorhigh school students in Taiwanese metropolitan. The stratifiedrandom sampling method was adopted to draw an effectivesample of 747 students. Nested regression modes were used toanalyze the collected data. The findings revealed that: 1) Therewere evidences to support the correlation between academicadjustment problems and social bonds such as the attachment toparents, attachment to school, commitment, involvement andbelief; 2) attachments to parents and to school played animportant role in the explanation of adolescents’ academicadjustment problems; 3) The results of regression model verifiedthat there were interaction effects among attachments to parentsand to peers, involvement, and belief on adolescents’ academicadjustment problems; 4) The social control theory is more suitableto explain minor delinquency, such as academic adjustmentproblems; Based on the findings, some suggestions were providedin the study.