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巨視社會控制、微視社會控制與青少年犯罪

Macro-Sociological, Micro-Sociological Social Control and Their Impacts on Delinquency

摘要


社會控制主要的形式有兩種,巨視社會學(macro-sciological)社會控制與微視社會學社會控制(micro-sciological),前者強調社會制度團體藉著正面獎勵或者負面制裁,使人們遵從律法與社會規範;後者則強調個人內化社會鍵,並以好的自我觀念來抑制其反社會本能。巨視與微視社會控制如何獨立或者共同影響青少年犯罪,這個問題很少受到犯罪學者的重視,本研究擬對這個問題加以評估。分析時,將特別重視學校老師、學生家長的管教方式,以及學生內化社會控制的內涵等問題,探討這些因素如何影響少年犯法行為。資料來自台北市六所國中二年級學生,學生的家長,以及導師,計有學生與學生的家長樣本數各230個,導師樣本數43個。統計分析方法採用路徑分析,主要的研究發現有:(1)自我控制社會化人格與青少年犯罪或者偏差行關係最為密切,其中自我控制力特別低的青少年,他們行為上的問題特別嚴重;(2)家庭、學校社會控制皆可以說明青少年偏差行為,但是家庭因素的重要性遠勝過於學校;(3)家庭社會控制除對青少年犯罪行為有作用外,也透過對自我控制人格的影響,進而影響青少年犯罪或偏差行為。至於學校控制變項,則只有老師對學生生活瞭解變項可以減少青少年輕微或嚴重犯行。此外,學校社會控制與青少年自我控制人格較無關聯,自然也不會透過它來影響青少年犯罪或者偏差行為;最後,(4)本研究的理論模式似乎較適用於青少年輕微偏差行為的解釋。

關鍵字

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並列摘要


Social control has two major forms, macro-sociological and micro-sociological. Macro-sociological perspective is concerned with the techniques and strategies of the powerful groups in regulating human behavior. Micro-sociological perspective focuses on informal social control systems, especially on one's socialized self-concept. This research is initiated by the fact that criminologists have traditionally ignored the study of how the two forms of social control collectively affect one's involvement in deviance. The particular concern of this research will be on one's social control, and the family and school social control, and their relationships with the delinquency. A total of 230 students, and their parents, and 43 teachers from six junior high schools in Taipei participated in this research. Path analysis is utilized to answer the research problem. The research concludes that personal self control is the most powerful factor in making one to refrain from crime. Moreover, the research also conclude that family is a much stronger factor than school in affecting one's involvement in delinquency. The family could produce a direct effect on delinquency. It also affects one's self control, which in turn affect delinquency. However, most of the school factors have nothing to do with delinquency and their relationships with self control are also found to be slim. The school as an agent of socializing 'good' self concept is then questioned.

並列關鍵字

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