國中生依附關係、自我效能、道德疏離與偏差行為之關係

Abstract

本研究旨在探討我國國中生依附關係、自我效能、道德疏離與偏差行為關係，採用量化問卷調查法，有效施測樣本數為1,550位學生，分別以描述性統計、單因子變異數、階層迴歸分析之統計方法進行量化分析，並依量化研究結果，探究影響偏差行為的相關因素。本研究發現茲分述如下:一、國中生依附關係表現最佳是依附同儕、其次是依附主要照顧者、依附學校。二、國中生自我效能表現最佳是社會性自我效能、其次是學業效能、自我調整效能。三、國中生道德疏離能表現最佳是道德辯解、其次是淡化個人責任、責難受害者、最後是行為粉飾與比較。四、國中生偏差行為表現最佳是一般違規行為 、其次是人際攻擊行為、偷竊行為、遊蕩行為、最後是網路偏差行為。五、不同性別國中生在依附關係(依附學校、依附同儕)、自我效能(社會性自我效能、學業效能)、道德疏離(道德辯解、行為粉飾與比較、責難受害者)、及偏差行為(一般違規行為、人際攻擊行為、遊蕩行為)有顯著差異。六、不同年級國中生在依附關係(依附學校、依附同儕)、自我效能(社會性自我效能、自我調整效能)、道德疏離(道德辯解、責難受害者)、及偏差行為(一般違規行為、人際攻擊行為、網路偏差行為)有顯著差異。七、不同區域國中生在依附關係(依附主要照顧者、依附學校、依附同儕)、自我效能(自我調整效能、學業效能)、道德疏離(淡化個人責任、責難受害者)及偏差行為(一般違規行為、人際攻擊行為、偷竊行為、遊蕩行為)有顯著差異。八、「個人背景」、「依附關係」、「自我效能」與「道德疏離」等四區組階層迴歸模式，對一般違規行為的解釋力分別為7.3%、11.9%、18.5%、25.7%。九、「個人背景」、「依附關係」、「自我效能」與「道德疏離」等四區組階層迴歸模式，對人際攻擊行為的解釋力分別為3.1%、5.2%、6.5%、19.3%。十、「依附關係」、「自我效能」與「道德疏離」等三區組階層迴歸模式，對偷竊行為的解釋力分別為3.4%、4.9%、13.4%。 十一、「個人背景」、「依附關係」、「自我效能」與「道德疏離」等四區組階層迴歸模式，對遊蕩行為的解釋力分別為0.8%、3.8%、4.4%、14.5%。 十二、「個人背景」、「依附關係」、「自我效能」與「道德疏離」等四區組階層迴歸模式，對網路偏差行為的解釋力分別為1.1%、4.3%、4.9%、15.1%。 最後本研究針對國中生、教師、學校單位，以及未來研究等四方面提出具體建議。

This study aimed to investigate the relationships among attachment, self-efficacy, moral disengagement, and deviant behaviors in junior high school students in Taiwan. A quantitative questionnaire survey method was used to survey a total of 1,550 students. Descriptive statistics, one-way ANOVA, and hierarchical regression analyses were used to analyze the data. Based on the quantitative research results, the relevant factors affecting deviant behaviors were investigated. The findings of this study are as follows:1. The highest level of attachment among junior high school students is to peers, followed by attachment to primary caregivers and school.2. The highest level of self-efficacy among junior high school students is social self-efficacy, followed by academic efficacy and self-regulatory efficacy.3. The highest level of moral disengagement among junior high school students is moral justification, followed by diffusion of responsibility, blaming the victim, and lastly, behavioral comparison and distortion.4. The highest level of deviant behaviors among junior high school students are general rule-breaking behavior, followed by interpersonal aggression, theft, truancy, and lastly, online deviant behavior.5. There are significant differences in attachment (attachment to school, attachment to peers), self-efficacy (social self-efficacy, academic efficacy), moral disengagement (moral justification, behavioral comparison and distortion, blaming the victim), and deviant behaviors (general rule-breaking behavior, interpersonal aggression, truancy) between genders.6. There are significant differences in attachment (attachment to school, attachment to peers), self-efficacy (social self-efficacy, self-regulatory efficacy), moral disengagement (moral justification, blaming the victim) and deviant behaviors (general rule-breaking behavior, interpersonal aggression, online deviant behavior) in grades.7. There are significant differences in attachment (attachment to primary caregivers, attachment to school, attachment to peers), self-efficacy (self-regulatory efficacy, academic efficacy), moral disengagement (diffusion of responsibility, blaming the victim) and deviant behaviors (general rule-breaking behavior, interpersonal aggression, theft, truancy) in different regions.8. The hierarchical regression model of four groups, including"personal background", "attachment", "self-efficacy" and "moral disengagement", has explanatory power for general rule-breaking behavior of 7.3%, 11.9%, 18.5%, and 25.7%, respectively. 9. The hierarchical regression model of four groups, including "personal background", "attachment", "self-efficacy" and "moral disengagement", has explanatory power for interpersonal aggression of 3.1%, 5.2%, 6.5%, and 19.3%, respectively. 10. The hierarchical regression model of three groups, including "attachment", "self-efficacy", and "moral disengagement", has explanatory power for theft of 3.4%, 4.9%, and 13.4%, respectively. 11. The hierarchical regression model of four groups, including "personal background", "attachment", "self-efficacy", and "moral disengagement", has explanatory power for truancy of 0.8%, 3.8%, 4.4%, and 14.5%, respectively. 12. The hierarchical regression model of four groups, including "personal background", "attachment", "self-efficacy", and "moral disengagement", has explanatory power for online deviant behavior of 1.1%, 4.3%, 4.9%, and 15.1%, respectively.Finally, this study provides specific recommendations for junior high school students, teachers, schools, and future research in four aspects.