學業層面之參與、抱負、自我效能及緊張因素對初次偏差行為影響之縱貫性研究

Abstract

國內將研究焦點聚集於初次偏差行為的實證研究較少，且鑑於先前實證研究仍未有採用較完整而具系統性的動態分析觀點及技術，對學業層面之參與、抱負、自我效能及緊張因素對國中生初次偏差行為之影響力進行深入探討者。因此，本研究嘗試運用動態分析觀點及技術，而以一個較完整之學業多元層面取向架構，探討參與、抱負、自我效能及緊張因素與國中生初次偏差行為發生之因果關聯性，本研究採取縱貫研究策略，利用自陳問卷調查法，選取嘉義市八所國民中學學生為研究對象，共計完成縱貫調查之樣本數為415人。統計分析方法採用事件史分析法，而時間效應之變異性為重要之自變項，本研究將時間轉換為時間1 (2∞9年9月迄12 月)、時間2 (2010年1 月迄3 月)及時間3(2010年4月迄6月)等三個虛擬變項。研究結果發現，就整個國中一年級而言，學業參與、學業抱負及學業緊張與初次偏差行為存在著關聯性。其中，學業參與及學業抱負對其初次偏差行為的發生具有抑制性影響力，而學業緊張則與初次偏差行為間存在著正向關聯性。此外，學業緊張對初次偏差行為發生之效應在時問1 比時間2及時間3具較高的影響力。

Few empirical studies in Taiwan have focused on the factors involved in the onset of delinquency in junior high school students. Moreover, previous empirical studies have rarely used complete, systematic， and dynamic analytical techniques to test the effects of academic involvement, academic commitment， academic self-efficacy, and academic strain on delinquency in junior high schools students. Therefore， this study endeavored to apply a more complete academic framework and used dynamic techniques to determine how involvement, commitment， self-efficacy， and strain affected the onset of delinquency in students at the junior high school level. Using a longitudinal approach, this study used self-report questionnaires to collect data from 415 students in eight junior high schools in Chiayi City. Event history analysis was used to analyze the collected data. The impact of various times was a meaningful independent variable, and it was dummy coded into three variables: Time 1 (September-December 2009), Time 2 (January-March 2010), and Time 3 (April- June 20 I0). Findings indicated that academic involvement, academic commitment， and academic strain were related to the onset of delinquency during the entire first year in junior high school. Moreover, academic involvement and academic commitment was able to limit the onset of delinquency, and there was a positive relationship between academic strain and the onset of delinquency. Additionally， academic strain had a differential impact on the onset of delinquency inthe three different time periods. The effect of academic strain on the onset of delinquency in Time I was greater than that in Time 2 and Time 3.