1- Assistant Professor, Department of Social Sciences, Faculty of Human Sciences, University of Hormozgan, Bandar Abbas, Iran , raoofi.mamood@gmail.com
2- Associate Professor, Department of Social Sciences, Faculty of Human Sciences, University of Hormozgan, Bandar Abbas, Iran
3- MA Student, Department of Social Sciences, Faculty of Human Sciences, University of Hormozgan, Bandar Abbas, Iran
2- Associate Professor, Department of Social Sciences, Faculty of Human Sciences, University of Hormozgan, Bandar Abbas, Iran
3- MA Student, Department of Social Sciences, Faculty of Human Sciences, University of Hormozgan, Bandar Abbas, Iran
Abstract: (23 Views)
Objective: Juvenile delinquency is a complex and concerning issue that has attracted the attention of numerous researchers, sociologists, criminologists, psychologists, and education specialists. Among the various forms of juvenile delinquency, vandalism represents a particularly visible and damaging behavior within school environments. The present study aimed to examine the role of the educational system in controlling and managing vandalistic behaviors among secondary school students in the city of Khamir.
Methods: This study employed a survey research design. Data were collected through a questionnaire administered to a stratified proportional sample of 245 secondary school students in Khamir. The validity of the research instrument was established through face and content validity, and its reliability was assessed using Cronbach’s alpha coefficient. The collected data were analyzed using SPSS statistical software.
Results: The findings revealed a significant negative relationship between students’ socioeconomic status and school atmosphere with vandalistic behaviors, indicating that students from higher socioeconomic backgrounds and those experiencing a more positive school climate were less likely to engage in such behaviors. In contrast, a significant positive relationship was observed between peer group influence and vandalistic behaviors, suggesting that peer dynamics play an important role in shaping students’ behavioral patterns. Additionally, a weak but statistically significant relationship was found between students’ academic performance and their involvement in vandalistic behaviors.
Conclusions: Overall, the results highlight the important role of the educational environment in preventing and reducing vandalistic behaviors among students.
Methods: This study employed a survey research design. Data were collected through a questionnaire administered to a stratified proportional sample of 245 secondary school students in Khamir. The validity of the research instrument was established through face and content validity, and its reliability was assessed using Cronbach’s alpha coefficient. The collected data were analyzed using SPSS statistical software.
Results: The findings revealed a significant negative relationship between students’ socioeconomic status and school atmosphere with vandalistic behaviors, indicating that students from higher socioeconomic backgrounds and those experiencing a more positive school climate were less likely to engage in such behaviors. In contrast, a significant positive relationship was observed between peer group influence and vandalistic behaviors, suggesting that peer dynamics play an important role in shaping students’ behavioral patterns. Additionally, a weak but statistically significant relationship was found between students’ academic performance and their involvement in vandalistic behaviors.
Conclusions: Overall, the results highlight the important role of the educational environment in preventing and reducing vandalistic behaviors among students.
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