本文以社會資本觀點來探討青少年偏差行為,因為社會資本包含了人與社會脈絡及結構之間的關係,使用社會資本的概念能為偏差行為做一個更充分、完整的解釋。家庭與學校為青少年時期活動的兩大主要領域,更重要的也是社會資本的主要來源,過去已有許多文獻指出家庭與學校資源對於偏差行為的個別影響性,但卻鮮少有文獻在探討家庭與學校間的交互作用對於偏差行為的影響。本研究以Coleman的概念作為社會資本的定義,並透過臺灣青少年成長歷程研究資料庫,除了檢驗家庭與學校社會資本對於青少年偏差行為的直接影響性外,也檢驗家庭與偏差行為之間,學校做為調節變項的影響效果。 本研究發現,家庭與學校社會資本對於青少年偏差行為確實具有直接影響性,且在調節效果上,對於低家庭社會資本的孩子而言,高的學校社會資本能作為補救方案,以緩衝其對於偏差行為的負面影響性。但家庭與學校社會資本仍應齊心並立,因為他們的功能其實是相輔相成的。而班級氛圍及老師的角色在學校社會資本中占有重要地位,應予以重視,且家庭對策也需根據不同的班級脈絡而異,如此才能發揮出社會資本對於青少年偏差的保護效果。
This study discusses delinquency of adolescents based on the context of social capital since explanation and understanding of teenager delinquency can be extracted by utilizing the concept of social capital that is constructed within social contexts and relationships. Because family and school are the two main spaces of adolescent activity as well as the main sources of social capital, many researches have established the influence of family and school on delinquency; However, there are few studies that investigated the interaction between family and school as well as its influence on delinquency. This study uses Coleman’s definition of social capital to analyze TYP database in order to examine whether familial/academic institution’s social capital has a direct impact upon delinquency and how school may moderate delinquency. The results indicate that familial and school’s social capital indeed affected juvenile delinquency; furthermore, academic institution’s social capital does indeed moderate delinquency. Greater social capital from school can become the remedial plan to buffer the negative influence of deviant behaviors in children with low familial social capital. Nevertheless, familial and school’s social capital would have to work together in order to amplify their complementary effects on each other. Additionally, we should focus on the atmosphere of classroom in academic institutions as well as the roles of teachers due to their importance in school’s social capital. And disciplinary measures in different families would have to be based on the different classroom contexts in which the children were submerged. In this way, social capital can provide a protective effect in preventing adolescent delinquency.