探討澳門輟學生經歷之研究

本研究以澳門中輟學生在輟學前後經歷為焦點，運用半結構式訪談法，探討輟學 生在輟學前及輟學期間的個人、家庭以及社交經歷，以及他們的輟學原因、對輟學的 認知、父母如何看待他們的輟學行為、輟學期間經歷對他們的影響和意義。本研究共 訪問了 7 名 14 至 20 歲曾經輟學或正在輟學的青少年。研究結果顯示:
一、在受訪者的成長過程中，家庭、學校及朋輩都會起著不同的影響作用。當中 家庭結構突變，以至家長對受訪者的支援和理解，都是影響他們輟學的重要 因素。而學校裏的校園生活、師生關係、學習進度與課程支援等，則是另一 個重要的影響因素。
二、受訪者的輟學行為並非由單一因素所導致，而是由不同因素交互作用去促成， 當中家庭及學校兩個因素尤為突出。例如在學習進度或校園人際上遇到困難， 影響了他們的求學意願，再加上教師、家庭對他們缺乏情緒等方面的支援， 最終導致他們選擇放棄學業。反映受訪者在家庭或學校面對困境時，缺乏足 夠支援容易引發輟學危機。
三、受訪者在輟學期間雖然會與朋輩結伴外出遊玩，但仍較多傾向留在家中使用 網絡進行線上遊戲及瀏覽社交媒體渡日，反映網絡在輟學生的生活裏具有一 定的角色及影響力。同時因為在輟學過程中缺乏支援，容易導致受訪者會慢 慢將輟學習慣成生活的一部份。
四、受訪者對自己的輟學行為看法傾向負面，反而普遍較欣賞上學時期的自己。 事實上，受訪者都會思考自己的未來與出路，部份甚至對自己的未來有一定的清晰想法;因此大部份都會有復學的意願。然而，受訪者的復學動力卻會受不同因素影響，當中尤以家庭因素和社會因素兩者最具影響力。 本研究根據研究之結果提出建議，以作為政府、家長、學校、老師、青少年工作者之參考。

This research study aimed at exploring youth dropouts’ experience before and after the dropout incident. The study used semi-structured interview to understand what these students went through before and during the dropout period of time, in particular their personal, familial and social aspects. This study also explored possible factors affecting the dropout decision, the students’ perception of leaving schools, and parents’ perspectives on their dropout. The study interviewed seven teenagers, aged 14-20, who were once dropouts or were dropping out of schools. Research results showed:
1. Family, school, and peer factors made significant impact on the growth of interviewees.
Unexpected changesin family structures, and a lack of parents’ support and understanding became an important factor leading to dropout. In addition, school life, teacher-student relationship, academic progress, and curriculum design were also crucial dropout causes.
2. Interviewees’ dropout decision was not caused by a single reason, but by interactive effects of different related factors. Among all, family and school factors were particularly influential. For instance, encountering difficulties in learning progress and interpersonal relationship in schools affected their willingness to learn and stay in schools. Moreover, the lack of emotional support from teachers and family members made them eventually chose to give up study. This showed that when interviewees faced hardship at home or in schools, inadequate support from significant others could easily lead to their dropout.
3. Though interviewees would hang out with their friends during their dropout period, most of them preferred to spend their time staying at home playing online games or browsing social media alone. This showed that internet played an important role and influenced the daily life of dropouts. At the same time since they were lack of support, interviewees gradually got used to suspending from schools and treated it as a part of their daily life.
4. Interviewees tended to view their dropout experiences negatively, and did like their identity of being a student in schools. In fact, with the dropout experiences, interviewees considered their own future, some of them even had a clear picture of their future goals.
Therefore, most of them were motivated to return to schools so as to proceed to their goals. However, their motivation of returning to schools would be affected by different
factors, in which family and social factors made a difference on their final decsions.
Based on the results of this study, suggestions and recommendations were provided to the government, parents, schools, teachers and youth workers for supporting the dropout youth.