DEVIANT BEHAVIOR OF NEW ARRIVAL CHILDREN IN HONG KONG SECONDARY SCHOOLS

Abstract

(Simon, Kot Kwok Chiu)

This study examined the relations between the deviant behavior of new arrival children (NAC) from Mainland China and their academic performance, involvement in school, attachment in school, student-teacher relation, and social competence. The sample consisted of 294 Hong Kong Secondary One students who were aged 12-16, and selected from five band-five schools. Subjects answered a questionnaire that measured student deviant behavior, and the mentioned variables. NAC’s deviant behavior was significantly and negatively associated with academic performance, attachment to school, involvement in school, and student-teacher relation. On the other hand, local students revealed significantly more deviant behavior than NAC did. Moreover, regression analysis indicated that the model of combination of academic performance and student-teacher relation could explain 65% of the NAC’s deviant behavior. Academic performance was the best predictor of NAC’s deviant behavior, and the second one was student-teacher relation. Similarly, the mentioned variables (except social competence) were also significantly and negatively correlated with local students’ deviant behavior, especially their attachment in school, which influenced the majority of local students’ deviant behavior. Thus, academic performance, involvement in school, attachment in school, and student-teacher relation could be acted as predictors of student deviant behavior. They could give signals to schools, teachers, and parents for better intervention for those at-risk students. Some recommendations were suggested for educational policy makers, schools, teachers, and parents in order to keep students away from deviance.