儒家孝道对青少年越轨行为影响的证据

Q3 Social Sciences
N. Lassi
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引用次数: 0

摘要

本研究旨在检验儒家孝道对青少年越轨行为的影响。检验年轻人接受/拒绝父母指导的变量,代表孝道的水平,从NLSY97中收集。这些接受/拒绝父母指导变量通过犯罪和物质使用结果变量进行测试。这些数据来自NLSY97的前三波回应,样本为8985名年龄在12-19岁之间的美国人。即使在控制了种族、性别、出生年份、家庭收入、父母教育程度等几个变量之后,儒家理论也得到了这一检验的支持。一般来说,父母的指导方针越被拒绝,犯罪和吸毒的可能性就越大。在1997年(青少年和家长报告)和1999年(青少年报告)打破限制的情况下,犯罪和药物使用明显增加。在1998年(青少年报告),突破限制对犯罪和药物使用没有影响。当年轻人拒绝父母设定的限制,当他们拒绝孝道,社会的限制就更有可能被打破。这一研究为儒家的犯罪学理论提供了支持。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Evidence for the Influence of Confucian Filial Piety on Deviancy Among Young People
This study is a test of Confucian filial piety’s ability to influence deviant behavioral outcomes among young people. Variables examining the acceptance/rejection of parental guidelines by young people, representing levels of filial piety, were collected from the NLSY97. These acceptance/rejection of parental guidelines variables were tested by delinquency and substance use outcome variables. The data was attained from the first three waves of responses from the NLSY97, with a sample of 8,985 people from the United States within the ages of 12-19. Confucian theory was supported by this examination, even after controlling for several variables including ethnicity, gender, year of birth, household income, parent education, etc. Generally, the more that parental guidelines were rejected, the greater the probability for delinquency and substance use. Limit-breaking in the years 1997 (both youth and parent reports) and 1999 (youth report) produced significantly greater levels of delinquency and substance use. Limit-breaking in 1998 (youth report) had no effect on delinquency and substance use. When young people reject the limits set by their parents, when they reject filial piety, there is a greater likelihood that limits will be broken within society as well. This study adds support to Confucian criminological theory.
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来源期刊
Journal of Social Science Education
Journal of Social Science Education Social Sciences-Education
CiteScore
1.50
自引率
0.00%
发文量
0
审稿时长
36 weeks
期刊介绍: The Journal of Social Science Education (JSSE) was founded in 2000 in order to offer the disciplines in the field of social science education a representative scholarly publication. The journal represents a sophisticated image that is characterised by its theory and research orientation, interdisciplinary approach, internationalism and originality as well as by a rigorous anonymous peer review. Theory and research orientation: The Journal of Social Science Education (JSSE) is a theory and research oriented journal of social science education and related disciplines and field. Theoretical discussions on education, teaching and learning and related empirical research are its centre of interest. Of course, scholarly perspectives on practices of teaching and learning and the discussion of policies, empirical results, and research methods are included. Interdisciplinary approach: The JSSE promotes the dialogue among the disciplines of social science education and between them and the social sciences. It is committed to the ideas of cooperation and interdisciplinary research. Therefore, the editors of the JSSE prefer topics which are rele-vant for more than one specialist discipline of social science education or social sciences. Internationalism: The JSSE offers a forum for the dialogue across national borders and puts a particular stress on a European perspective and on research on and practices of European countries. That is why the journal prefers themes that are of multinational or supranational, especially European relevance and papers that deal with topics related to the diverse discourses in Europe. Originality: In addition, the JSSE prefers contributions that stimulate and enrich the scholarly discourse through their originality and innova-tiveness, e.g. by developing new concepts, applying unconventional methods or exceeding the borders of conventional discourses...
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