[[alternative]]A Study on the Relation of Cultural Capital, Self-control and Deviant Behaviors among the Higher-grades Students in Elementary Schools: Chia-yi Area as an Example

[[abstract]] 青少年偏差行為的研究一直是教育界、心理學界及社會學界的重要範疇。從過去許多與少年偏差行為有關的實證研究中，自我控制理論對於少年的偏差行為具有相當高的解釋力，然而有關文化資本的促進作用顯然也是探討少年偏差行為時不可忽略的重要因素。因此，本研究中以自我控制理論為基礎，除了針對自我控制因素做進一步探討之外，同時亦結合文化資本的相關論述以探究此兩者對於國小高年級學生偏差行為的影響為何？ 研究對象以立意抽樣方式選取嘉義地區國民小學高年級學生1022位進行自陳問卷調查，其中男生530人，女生492人，資料經由巢氏迴歸模型分析後，主要研究發現如下：（一）文化資本、自我控制概念皆可以用來說明國小高年級學生的偏差行為，同時兩者所共同發揮的影響力比個別的影響力來得大。（二）文化資本會影響國小高年級學生的自我控制。（三）就國小高年級學生的偏差行為而言，文化資本概念的指標所呈現的重要性似乎比自我控制指標還大。 總之，本研究的結果肯定Gottfredson 和 Hirschi所提出的自我控制理論概念，而且本研究也支持了文化資本概念對國小高年級學生偏差行為的解釋。易言之，文化資本以及自我控制的抑制效果在本研究中均獲得實徵上的支持。因此，本研究認為，文化資本可以和自我控制理論結合，共同建構一個較為明確的國小高年級學生偏差行為理論模式。[[abstract]] Juvenile delinquency is an important field in psychological, educational and sociological research. Previous studies applying self-control theory seems quite successful in explaining juvenile deviant behaviors. Nevertheless, the importance of“cultural capital”in preventing deviant behaviors from occurring shout not be overlooked. This thesis covers both to see how two sets of theories complemen to explain the occurance of juvenile deviant behaviors. A total of 1022 samples were collected by purposive sampling , including 530 boys and 492 girls coming from the public elementary schools in Chia-yi area. According to the Nested Regression Model Analysis the following findings are noteworthy. 1)Variables of both theories can explain the higher-grades students’deviant behaviors in elementary schools respectively , while the combined impact is stronger than each individual ones.2)Variables of cultural capital affects the higher-grade students’self-control in elementary schools.3) Variables of cultural capital has stronger influence than those of self- control. In conclusion , this study confirms the effectiveness of Gottfredson and Hirschis’self-control theory and cultural capital theory in influencing higher-grades students’deviant behaviors in elementary schools.It also indicates that a combination of both will gain greater explanatory power in higher-grades students’deviant behaviors