國中生法律知識認知與婚前性行為態度之相關研究

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Title:	國中生法律知識認知與婚前性行為態度之相關研究 A Study on Legal Knowledge Cognition and Attitudes toward Behavior of Premarital Sex for Junior High School Students
Authors:	林秋雲 Lin, Chiu-Yun
Contributors:	生活應用科學系碩士在職專班
Keywords:	國中生法律知識認知婚前性行為態度 Junior High School Students Legal Knowledge Cognition Premarital sex attitudes
Date:	2015-06-16
Issue Date:	2016-03-24 11:51:34 (UTC+8)
Abstract:	本研究旨在探討國中生「法律知識認知」與「婚前性行為態度」之現況，進而比較不同背景變項之國中生在「法律知識認知」與「婚前性行為態度」之差異，及了解「法律知識認知」與「婚前性行為態度」相關性，並進一步探討國中生個人背景變項對「法律知識認知」與「婚前性行為態度」之預測解釋力。本研究採問卷調查法，研究對象為103學年度就讀臺北市、新北市和桃園市公立國民中學七、八、九年級學生，經立意抽樣，發放500份問卷，實得496份有效樣本，有效問卷回收率99.2%。本研究所使用工具包括：「個人基本資料」、「法律知識認知量表」和「婚前性行為態度量表」。所得資料分別以次數分配、百分比、平均數、標準差、t檢定、單因子變異數分析、雪費事後比較分析、皮爾森積差相關分析、多元逐步回歸分析等進行統計分析。主要研究如果如下: 一、國中生「法律知識認知」之現況國中生「法律知識認知」傾向「清楚」程度，在相關法律知識認知方面以對「性侵害犯罪防治法」清楚程度為最高，「刑法妨害性自主罪章」清楚程度為最低。二、國中生「婚前性行為態度」之現況 1. 國中生「婚前性行為態度」趨向保守態度。 2. 國中生贊成婚前性行為的首要原因為「有做好安全措施或避孕」，不贊成婚前性行為的首要原因為「還未結婚」。三、國中生「法律知識認知」因年級、就學地區、宗教信仰、師生關係不同、是否教導相關法律知識，分別達.05 ~.001之顯著差異情形。四、國中生「婚前性行為態度」因性別、年級、網路交友經驗、師生關係不同，分別達.05 ~.001之顯著差異情形。五、國中生「法律知識認知」與「婚前性行為態度」呈負相關。六、國中生個人背景變項對「法律知識認知」與「婚前性行為態度」之預測解釋力分別為13.3% 與8.3%。七、根據本研究結果與發現，提出以下建議: 1. 依不同性別、年級、地區的國中生，設計不同需求的課程內容。 2. 利用網路大眾傳播媒介，推廣性教育、法律知識、網路使用安全，並鼓勵家長與國中生多參與多元休閒活動，促進真實人際關係。 3. 家長、學校教育單位應持續對學生施予道德教育，建立良好師生互動關係與溝通管道。 This study is aimed to explore the relationship between "legal knowledge cognition" and " premarital sex attitudes " among junior high school students, and to explore how different on background variable (such as gender, grade, area…etc.), in addition to understand the correlation between the "legal knowledge cognition" and the " premarital sex attitudes", further more we investigated the predictive power of personal background variables on '' legal knowledge cognition" and " premarital sex attitudes ". Questionnaires were administered to 500 grade seven to nine public junior high school students in Taipei、New Taipei City and Taoyuan City during 103th school year. Of the 500 questionnaire, 496 (99.2%) cases were valid. Participants completed a Personal Profile questionnaire and the following psychometric two instruments: 1) "Legal Knowledge Cognition Scale" and 2) " Premarital Sex Attitudes Scale". Statistical analyses included frequency distribution、percentage、mean、standard deviation、t-test、one-way ANOVA、Scheffe's method、Pearson product-moment correlation and multiple regression. The findings included: A. The status of the legal knowledge cognition The overall legal knowledge cognition of the sample students tend to "Clear" level. In the relevant legal knowledge to the cognitive aspects of "Sexual Assault Crime Prevention Act" is on the highest level, and "The Chapter of Obstruction of Sexual Autonomic of Criminal Code" is the lowest. B. The status of the premarital sex attitudes 1. Junior high school students appear to have "Conservative" premarital sex attitudes. 2. The primary reason for junior high school students in favor of premarital sex is "do proper safety protection or contraception", the primary reason for disapproval of premarital sex is "unmarried." C. There are strong differences (.05~.001) in legal knowledge cognition between background variables such as grade, area, region, teacher and student relationship, teach relevant legal knowledge or not. D. There are strong differences (.05~.001) in premarital sex attitudes between background variables such as gender, grade, dating experience via network, teach and student relationship. E. A negative correlation was found between legal knowledge cognition and premarital sex attitudes. F. The junior high school student background variable as an effective rate of 13.3% predictive power to the legal knowledge cognition and 8.3% predictive power to the premarital sex attitudes. G. The study further gives the following suggestions based on the proceeding results and findings: 1. According to gender, grade, region, area to design curriculum to meet different demands of Junior High School students. 2. To use the website and mass media to promote sex education, legal knowledge, network safe, and to encourage parents and students to participate in multiple leisure activities to enhance realty interpersonal relationships. 3. Parents, school and educational institutions should continue to provide moral education and establish a good teacher-student interaction and communication channels for students.
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