Criminal liability and the motivational background of socially unacceptable behaviour of youth

2021 ◽  
Vol 605 (10) ◽  
pp. 72-84
Author(s):  
Marcin Jurczyk
Keyword(s):  
Secondary Schools ◽  
Social Norms ◽  
Criminal Liability ◽  
Juvenile Detention ◽  
Survey Method ◽  
Criminal Record ◽  
Legal Norms ◽  
Social Rehabilitation ◽  
Upper Secondary ◽  
Upper Secondary Schools

The article presents an analysis of the results of research carried out among minors residing in social rehabilitation centres and adolescents from upper secondary schools complying with the legal norms. The aim of the conducted research was to analyse the previous criminal record of the respondents and to analyse the existing diff erences in the type of the declared motivational background in undertaking behaviours that violate legal and social norms among the examined adolescents. A total of 133 minors from juvenile detention centres and 133 students from upper secondary schools were examined. The diagnostic survey method was used. The results of the analysis show that in the group of girls from juvenile detention centres, the motive of getting things (money) that they do not have and imitating their colleagues dominates relatively more often. In turn, among boys from rehabilitation centres, the most frequently indicated motive was repaying someone for the harm done and willing to teach someone a lesson. Among girls from upper secondary schools, the motive of imitating friends turned out to be the dominant motive for behaviour that violates social norms. No signifi cant motive was found among boys from this group.

A quantitative investigation of the effects of new generation vs traditional upper secondary schools in Cambodia through the lens of STEM transfer model

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sovansophal Kao
Keyword(s):  
Secondary Schools ◽  
Attitudes Toward Science ◽  
Content Type ◽  
Math Teachers ◽  
Upper Secondary ◽  
New Form ◽  
K 12 ◽  
New Generation ◽  
Upper Secondary Schools ◽  
Practical Implications

PurposeThis study aimed to examine the effects of Cambodia's New Generation Schools (NGS), as compared to their traditional counterparts, in enhancing the seven constructs: (1) science and math achievement, (2) science and math self-efficacy, (3) science and math outcome expectations, (4) attitudes toward science, (5) interactive science and math lessons, (6) support from science and math teachers and (7) encouragement and support in science from family.Design/methodology/approachThe two observations data was collected using self-rated questionnaire from 301 11th graders from five upper secondary schools located in three provinces of Cambodia. Independent sample t-test, Analysis of Covariance (ANCOVA) and dependent sample t-test were used to analyze the repeated measures data.FindingsThe study revealed that students from the NGS exhibited statistically higher scores for most constructs, especially for attitudes toward science. However, when controlling for the differences in the first observation data, the significant effects of the three constructs have been neutralized. Moreover, though there was an increase in science activities outside school, there was a negative trajectory in the other two sub-constructs of attitudes toward science and support from science and math teachers, both in NGS and traditional schools.Practical implicationsThese findings point some practical implications for enhancing the effectiveness of the two school types and further research.Originality/valueThere is heavy investment in new form of schools across the world to enhance students' learning and academic achievement in science and math in K-12 and to promote their interest in STEM in higher education. However, there is little document on the effectiveness of this new form of school, particularly in the Cambodian context.

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