Abstract
The purpose of this study was to examine the relationship between a motive for problem behaviors and actual problem behaviors in junior high school. The participants were 1,306 junior high school students (Six junior high schools (A, B, C, D, E, F): 384 first-year students, 467 second-year students, and 455 third-year students). The students completed three questionnaires: a Frequency of Problem Behaviors in Junior High School Students Scale, a Motive for Problem Behavior Scale and a Levels of Norm-consciousness Scale. Compared interscholastically, Schools C and D were excluded to reveal sharp contrast. Four junior high schools (A, B, E, F) were categorized in to two groups according to norm-consciousness scores by conducting one-way analysis of variance. School A and School B were categorized into schools with low school norms. School E and School F were categorized into schools with high school norms. The results of multiple regression analyses conducted in two categories revealed the following. Even though conducted problem behavior itself appeared to be similar, the motive for problem behavior was different in two categories. These results suggested that the fundamental direction of student counseling and guidance among school norm levels should be changed.
