【論文摘要】高中（職）學生違規行為處理之研究

In terms of the psychological development, students of senior high or vocational schools still remain in a state of emotional unstability, self-consciousness, and rebelliousness. The careless management of the students who misbehave at school will culminate in ineffectiveness in correcting the students' conduct. This paper mainly deals with the status of disorderly students, their psychological reactions and the improvements of the behavior after they receive punishment, so that suggestions can be made as reference for the authorities concerned. The research was conducted in the form of questionnaires. A random sampling was taken. It included 89 experts and scholars, 2,563 eleventh grade students from 24 senior high and vocational schools in the Taiwan area, and 237 students supervisors. Each of the three groups was separately given ＂The Questionnaires on Methods of Handling Student Violations of School Regulations＂, which the author of this report drew up (Two different forms of this questionnaire were given to students and educators.) The data obtained were subject to statistical analysis. The major findings were as follows: 1. Current status of student violations of school regulations: a. One fourth of all eleventh grade students have records of violations of school regulations. b. The number of male students who have violated school regulations is larger than that of female students. The number of ordinary high school students who have violated school regulations is higher than that of vocational school students. The number of rule violations in private and public schools is almost the smae. c. The majority of violations were related to failure to observe the dress code. 2. Administrative measures: a. One fourth of the disorderly students believe in the fairness of the punishment and half of the students think that their teachers do not understand them. b. The majority feel that the direct reprimands of their teachers not only result in ineffectiveness but create resentment. c. The majority of the questionees believe that improvement in behavior should cancel out the records of punishment. 3. The psychological reactions and the improvements in their behavior after students receive punishment: a. A majority of students believe that they make slight improvement in their misbehavior after being punished, and that not many make a fresh start, and that less than one-third of the students regret their violations. b. The intimidating effect of the punishment is temporary and effectiveness varies according to the individual. c. Behavioral changes and psychological reactions, after punishment is administered, have little to do with the severity of the punishment. 4. Effects of punishment: a. It may possibly have negative influence on teacher-student relationship. Some students express extreme antipathy toward their teachers and school authorities. Only very flw students said that their respect for teachers and school authorities increased. b. With the exception of student supervisors who believe that punishment has intimidating effect, specialists and students in general thought that punishment has little effect. 5. More appropriate methods of handling student violations of school regulations: a. It was generally felt that the handling of incidents of rule violations should be based on the nature of the incidents. b. It was also generally believed that the handling of rule violations of most schools was too severe and far from approaching the ideal. c. The majority approved of persuasive and compensatory methods and disapprove of retaliatory punishment. Based on the preceding findings, the researcher would like to make the following six suggestions: 1. The school authorities should strengthen the effectiveness of student advisors' offices. 2. The school authorities should enact rules of discipline to give guidance on correct behavior. 3. The school authorities revise the present merit and demerit regulations. 4. Student supervisory personnel should administer punishment with circumspection. Punishment should not be misused. Based on the findings of this report, the following eight points are mentioned for reference when punishment is administrated. a. In handling rule violations, the school authorities must have adequate evidence. Students must be made to realize the errors in their behavior. b. Thorough investigation of the real reasons for student violations of school regulations should be made. c. The school authorities should use reinforcement technique to encourage students to cultivate proper behavior and to gradually eliminate misbehavior. d. Once it has been determined that violations of rules have taken place, punishment should be carried out as quickly as possible. e. The severity of punishment should be consistent. f. Punishment schould be administrated with fairness regardless of which student is involved. g. It is necessary to avoid indiscriminate punishment of students not directly involved. h. Teachers and student supervisory personnel who are angry or irritated should not administrate punishment. 5. Teacher-student relationship should be strengthened. 6. It is necessary to enact regulations providing for cancelation of records of punishment.

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