School failure and/or delinquency: Explanation model

Abstract

A number of studies have proved the relationship between poor school performance and drop out of school on one hand and development of delinquent behavior in children and youth on the other. In this respect, school failure is regarded as a key correlate of delinquent behavior as a global, insufficiently precisely operationalised variable which includes also a poor school performance (educational deficit), and irregular attending of classes and drop out of school (up-bringing deficit) and social exclusion from the regular flows of peer socialization, therefore, global social deficit. The interconnection of school failure and criminal behavior is one of the most significant subject in theories of delinquency. In attempting to clarity this connection, we will point to two theoretical models of delinquency: Theory of anomie-pressure and Theory of self-control and social relationships, which are mutually opposed to the prediction of the consequences of school failure.

U velikom broju istraživanja dokazuje se povezanost između niskog školskog postignuća i napuštanja školovanja, s jedne strane i razvoja delikventnog ponašanja kod dece i mladih, s druge strane. Pri tome se kao ključni korelat delikventnog ponašanja uzima upravo školski neuspeh, kao globalna, nedovoljno precizno operacionalizovana varijabla, koja uključuje i niska školska postignuća (obrazovni deficit), i neregularno pohađanje nastave i napuštanje škole (vaspitni deficit) i socijalnu ekskluziju iz urednih tokova vršnjačke socijalizacije, dakle, globalni socijalni deficit. Povezanost školskog neuspeha i kriminalniog ponašanja je jedna od najznačajnijih tema kojom se bave teorije delinkvecnije. U pokušaju rasvetljavanja ove veze, ukazaćemo na dva teorijska modela delinkvencije: Teoriju anomije - pritiska i Teoriju samokontrole i socijalnih veza, koje su međusobno suprotstavljene u pogledu predikcije posledica školskog neuspeha.