從社會學習理論調查研究高中職學生偏差行為影響因素──以雲林縣高中職學生為例

Investigation and Research on the Influencing Factors of Deviation Behavior of high School Student Theory: A Case Study of Yunlin County

因資訊迅速的變化，生活週遭充斥各式各樣多元且真假難辨的訊息及誘惑，校園的學生行為是否受到影響？本次研究的動機；冀望透過實際問卷調查，瞭解雲林縣高中職學生從事偏差行為之傾向及影響因素，並驗證社會學習理論之解釋力。本研究採自陳問卷量表調查方式，對雲林縣高中職學生1402名進行調查，並針對學生基本人口變項，將犯罪社會學之社會學習理論，以量化研究分析。研究發現，雲林縣高中職學生，以女性一年級未曾受校規懲處紀錄、成績甲等者為多數；學生家庭環境以父母目前結婚且同住、父親及母親教育程度高中職畢業；家庭經濟狀況中等、父親職業多數屬技術性人員而母親職業屬非技術人員，家庭社經地位偏屬低社經地位者為多數。社會學習理論方面以負向對處罰的認知感因素解釋力為最高，對高中職學生偏差行為具有解釋力；並建議讓學生除課業外能從家庭或學校環境中以不同途徑多管道方式，從社團或志工活動中獲得肯定及自信心，結合校園人力加強專業輔導效率，減少學生逃避挫折感用極端手段亦或讓偏差行為持續發生惡化。

Due to the rapid changes in information, life is filled with a variety of diverse and difficult to distinguish between true and false information and temptations. Is the behavior of students on campus affected? Under such premises, this research seeks to shed light on the tendencies and causes of deviant behaviors of high school students of Yunlin County. It will further tests the hypothesis Social Learning Theory of Criminal Sociology theory. The study collects self-report surveys from 1402 high school students of Yunlin County. It examines students' social-economical variables and attempts to test the explanatory power of Social Learning Theory through quantified data. The majority of participants share the following traits: 10th grade high school females with no history of being disciplined and receiving mostly As, two parents households in which both parents have either high school degree or equivalent of vocational training, median incomes where fathers tend to work in skilled trade while mothers work in other fields, and mostly in the lower middle class. In terms of social learning theory, the negative interpretation of the cognitive factors of punishment is the highest, and it has an explanatory power for the deviation behavior of high school students; Obtaining affirmation and self-confidence in clubs or volunteer activities, combining campus manpower to strengthen the efficiency of professional counseling, reducing students' frustration with extreme means, or making deviating behaviors worse.