Social Context Of Thefts At Czech Schools
Table 2:
Independent variable | Coefficient | s.e. | p-valeue | OR | interval 95% |
Constant | 2.431 | 2.057 | 0.237 | 11.37 | 0.202 640.8 |
Relationship to school | -0.113 | 0.057 | 0.049* | 0.894 | 0.799 0.999 |
Achieving goals | 0.139 | 0.092 | 0.131 | 1.149 | 0.960 1.375 |
Self-control | -0.169 | 0.056 | 0.002** | 0.845 | 0.758 0.942 |
Victimization at school | -0.426 | 0.252 | 0.091 | 0.653 | 0.399 1.070 |
Tension in family | 0.350 | 0.144 | 0.015* | 1.419 | 1.071 1.881 |
Control in family | -0.095 | 0.063 | 0.131 | 0.910 | 0.804 1.029 |
Social learning in family | -0.083 | 0.043 | 0.054 | 0.921 | 0.846 1.002 |
Delinquent friends | 0.184 | 0.100 | 0.066 | 1.202 | 0.988 1.462 |
Thefts in shops | -0.380 | 0.343 | 0.268 | 0.684 | 0.349 1.339 |
Risk behaviour | 0.539 | 0.109 | 0.000*** | 1.715 | 1.385 2.123 |