A Study on the Vandalism Behavior of Middle School Students in Taiwan: The Nature and Demographic Differences of Vandalism and an Analytical Study on the Coping Strategies with Vandalism

臺灣中學生的公物破壞行爲－公物破壞行爲的本質、人口變項差異與因應策略分析

10.7037/JNTUE.201006.0221

洪福源(Fu-Yuan Hong)；邱紹一(Shao-I Chiu)；胡秀媛(Hsiu-Yuan Hu)；陳琇純(Hsiu-Chun Chen)

公物破壞行爲 ； 公物破壞動機 ； 因應策略 ； Vandalism Behavior ； Vandalism motivation ； Strategies of Coping with Vandalism.

臺中教育大學學報：教育類

24卷1期（2010 / 06 / 01）

221 - 238

英文

本研究的主要目的在探討國中學生自陳的公物破壞行爲、因應策略，以及學生性別、年級與社經地位對公物破壞行爲、動機與反應之差異分析。爲達以上目的，本研究採隨機抽樣方式調查984位國中學生，結果顯示，公物破壞行爲最常在班級中發生，過去一年有一半的學生曾破壞學校公物，形式多爲財物污損，而較少爲公物破壞，此外，男生比女生自陳有更多公物污損行爲。 年級、社經地位愈高的學生，愈可能參與公物破壞行爲，此外，公物破壞動機與反應亦會隨性別、年級與社經地位之不同而異，忽視、當個旁觀者是國中學生最常用的因應策略，雖然許多老師會處罰破壞者，卻無法有效阻止公物破壞行爲。本研究依據結果，對青少年、教師及教育當局提出相關建議。

The main purpose of this study is to investigate the vandalism behaviors in middle school and the strategies of student's coping with vandalism as reported by self-declared middle school students; and to study the role of students' gender, grade and SES level differences in vandalism behavior, motivations and reaction. A total of middle school students gathered by a random sampling. Vandalism behavior has always happened in campus. One half of the students responding to the survey have vandalized school property in the past one year. This shows that vandalism is a very serious problem in school. Student vandalism more often takes the form of defacing rather than destruction. Significantly more boys than girls have been reported for defacing school property. Besides, grade and SES level also play an important role in vandalism, motivations and reaction to vandalism. Some of the many variables affecting motivations for and reactions to vandalism include differences in gender, grade and SES. For example, the higher a student's grade level, and the higher a student's SES, the more likely he is to engage in vandalism. Some aspects of student's reaction to vandalism were the main factors contributing to the prevalence of vandalism behavior were the strategies most highly recommended by students. Although most teachers will admonish vandals, they can't take away the motivation of fun that contributes to vandalism. In our conclusions, we provide relevant suggestions for adolescents, teachers, and educational authorities.

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