國中生的犯罪高危險群初探——由「學習者」角色扮演的角度切入

本研究由學習者扮演的角度認為有兩類學生需加以注意：成績在班上後五分之一的就學困境學生，以及具有品行問題的學生。依此，本研究比較這兩組學生與犯罪少年及一般學生在影響扮演「學習者」的因素上，例如：父母管教態度、師生關係、同儕關係、自我效能、學校依附性及升學與就業意願等變項的差異。本研究認為學生一旦失去「學習者」的認同，便會脫離對學校的依附，進而增加發生犯罪行為的可能性。研究的結果就學校依附性以及升學與就業的意願上，犯罪少年組、具品行問題組及就學困境組並無多大的差異，且都不如一般學生可以認同學校功能及所提供的學習活動；就影響扮演「學習者」角色的因素來看，三組靑少年在這些因素的表現上均無顯著差異，但與一般學生組進行比較時，這三組靑少年在正向因素上遠不如一般學生組，但在負向因素表現上，四組靑少年是沒有顯著差異的。因此，本研究認為具品行問題及就學困境的學生因無法認同「學習者」的扮演，脫離學校的依附會增加，進入犯罪範疇的可能性會變大。但是此種論點仍需進一步地探討。

This study assumes two groups of students as high risk who deserve much concern: 1) the students whose academic grades are under the lowest 20 percents in the class and 2) the students who have conduct behavior. This study compares the performance of the delinquents with the ordinary students on parent/child relation, teacher/student relation, peer relation, self efficacy, school attachment and willingness to study/ work. The results indicate that the students with conduct problems and lower achievement are less willing to play the role of learner than the ordinary students. The former two groups are no significant difference on the variables which explains the role playing of learner. However, the former two groups are less positive than the ordinary students on the attitude toward parent/child relation, teacher/student relation, peer relation and self-efficacy. It seems reasonable to identify the students who have conduct problem and who are low academic achievers as high risk group. Further research is needed.