The Third International Self-report Study of Delinquency among Juveniles in Armenia, Bosnia-Herzegovina, Kosovo, Macedonia, Serbia, Ukraine, and Switzerland

The Third International Self-report Study of Delinquency among Juveniles in Armenia, Bosnia-Herzegovina, Kosovo, Macedonia, Serbia, Ukraine, and Switzerland

Report to the

Jacobs Foundation (Project N 2012-1026)

Swiss Federal Office of Migration (04.04.2012)

Swiss National Science Foundation (Project 10001C_162816)

Juvenile delinquency in context of emigration and immigration

in Armenia, Bosnia-Herzegovina, Kosovo, Macedonia, Serbia, Ukraine, and Switzerland

Results of the International Self-Report Delinquency Project (ISRD-3)

by

Anastasiia Lukash

Mensut Ademi

Oliver Bacanovich

Anastasiya Dzyuba

Natasha Jovanova

Almir Maljevic

Anna Margarayan

Vesna Nikolic-Ristanovic

Ljiljana Stevkovic

Martin Killias

University of St. Gallen

Forschungsgemeinschaft Rechtswissenschaft, Tigerbergstrasse 21, CH-9000 St. Gallen

2018

What is this chapter about

This chapter shows the students’ attitudes to their schools, their negative experience and environment there (if it is). The frequencies of these variables were shown separately and in the computed form as “Good feeling/opinion about school” and “Negative environment in school”.

There are also figures that illustrate the plans after school and school performance, as well as the association between these two variables. The frequencies of truancy and repeating grades were also demonstrated. All these results were calculated for the five selected countries and were compared with Switzerland, the cluster of the selected Ex-Yugoslavian countries and Swiss students with parents or at least one of them born in Ex-Yugoslavia.

Such variables as repeating grade, truancy, “I like my school”, and four manifestations of negative environment in school were compared in accordance with the results of ISRD-2 (2006) and ISRD-3.

The last part of this chapter includes the associations between delinquency (last year prevalence) and different independent variables that were presented in the previous parts of this report.

Negative opinion/feeling about school

This part of the report describes the opinion about school. Respondents were asked four questions in the form of statements that were agreed or disagreed. Among them are the following:

  • If I had to move, I would miss my school.
  • Most mornings I like going to school.
  • I like my school.
  • Our classes are interesting.

The following figures demonstrate the prevalence of students who do not agree with the positive statements about their school. We use the category of negative attitude to school both for the bivariate and multivariate analysis.

Figure 4.1       “If I had to move, I would miss my school”. Negative answer, in %

Respondents from Kosovo have the strongest bonding with school. Only five percent of these respondents would not miss their school if they had to move. It is almost two and three times less than in Bosnia-Herzegovina, Macedonia, Serbia and Ukraine. Students from Armenia would also miss their school if they had to move (90%).

The strongest bonding with school reported juveniles from the selected Ex-Yugoslavian country cluster; have Swiss students with parent(s) born in Ex-Yugoslavia reported the weakest bonding. A bit less than 20% of juveniles there would not miss their school if they had to move.