thefts at school, theories of delinquency, regressive analysis, risk behaviour, pupil

krádeže ve škole, teorie delikvence, regresní analýza, rizikové chování, žák

The paper presents on the basis of the outputs of the regressive analyzes how committing risk thefts by pupils in schools in the Moravian-Silesian Region depends on chosen elements of personal, family and school context of these pupils. It is important to know the personal, family and school context key elements of these pupils to be able to set appropriate educational procedures in the teachers´ work. The data were collected by means of self-report questionnaire of 377 pupils in middle schools (11-15 years) in Moravian-Silesian Region. The questionnaire was composed of four parts, 25 entries were divided into sub entries. The questionnaire covered 20 independent variables (7 personal specifics, 7 family context and 6 school context), which were included on the basis of the 11 chosen theories of delinquency. The ten variables which had the 10% significance level in the first model with all the 20 variables were included in the outcome model of logistic regression. Four variables had the significance level of 5%: relationship to school, self-control, tension in family and other demonstrations of risk behaviour which can be regarded the most important as for the thefts at school context. The variables social learning in family and delinquent friends were on the set significance threshold. From the point of view of theories of delinquency the following theories have key significance in thefts at schools committed by pupils: Problem behaviour theory (Jessor, 1991), General theory of crime (Gottfredson a Hirschi, 1990), General strain theory mainly focused on family context (Agnew, 2009) and Social control theory and Social bond theory (Hirschi, 1969).