In this study the author has tried to clarify causes of truancy and to provide effective copingmeasures by extracting variables such as sociodemographic, academic, characterologicai and behavioral one as well as their correlational and factor structure analysis.
Fourteen hundred and forty- adolescent students were surveyed through questionnar e method. The data were processed by CDC-171 computer in the KAIST and the statistical method applied were chi-square test, correlation ratio analysis, t-test and multiple discriminant function analysis.
Results of the study were as follows. I
1. Adolescent student who was experiencing both truancy impulse and behavior was 3. 0%, truant without truancy impulse was 2.6%, while solely experiencing truancy impulse was 43.7 %, and their truancy impulse was 43.7`0, and their truancy trend was especially higher among older students from countryside.
2. More significant unfavorable behaviors in the school influencing their truancy patterns shown higher predictability more than 2. 0 o were the experience of indefinite and definite suspension from school, the association with bad friend, the delinquent gang activity, the absence from morning class meeting and gymnastics, the cheating in examination, the selling textbook, the withdrawal from peer group, the poor academic achievement, the neglect homework, unrequited love with teacher, the admonition from school, the abusing registration fee, the rejection of teacher´s advice and tardiness.
3. The most significant psychosociai variable which can discriminate truancy patterns of adolescent student by the stepwise multiple discriminant function analysis was the psychopathic tendency. And the other variables -were the criminal behavior, the sexual intercourse, the cigarette smoking, the problem behavior, the accident proneness, the suicide attempt, the frustration, the socio-introversion, the sexual curiosity, the alcohol drinking, the psychopathic behavior, the health score, and the family climate in their order of discriminant function power.
4. In the discriminant analysis of the psychosociai variable which can discriminate truancy pattern, the following 4 functions were selected.
Function I : "Healthy adjustment factor."
This factor indicates good adjustment ability without criminal or neurotic tendency.
Function U ; "Psychopathic factor."
This factor represents serious psychopathic trends with the stronger aggressive impulse, more sexual misconduct, lower frustration tolerance, and unhappy family climate, while their inner-directed aggressive
behavior such as suicide was rare.
Function 11 : "Overanxious factor."
This factor shows masked anxiety signs such as cigarette smoking, sexual promiscuity, and latent aggressive behavior resulting from immature handling of anxiety and aggression.
Function Y "Accidental avoidant factor.´
This factor represents prominent accidental avoidant discharge of their overinhibited frustrated drive in the socio-introverted adolescents.
5. In summary, the result of multiple discriminant function analysis about variables affecting truancy patternssuch as their academic record, interpersonal relationship; unfavorable behavior in the school and, psychosocial variables were as follows.
1) No truancy group showed higher adaptive tendency.
2) The truancy impulse group had poor teacher-student relationship including those of the class, same
sex and heterosex teacher and tended to show higher adaptive tendency or psychopathic tendency.
3) The truancy behavior group showed higher rate of unfavorable behavior in the school and tended
to show higher accidental avoidant tendency.
4) The truancy impulse and behavior group showed poor school performance and declining trends in their academic achivement. And they also tended to commit more unfavorable behavior in the school and showed higher psychopathic tendency or overanxious tendency.
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