本研究旨在探究國中童軍利社會行為表現，並分析國中童軍與非童軍利社會行為表現之差異，且探討不同人口變項、家庭因素、個人因素之國中童軍利社會行為表現之差異，尚瞭解人口變項、家庭、個人等因素對利社會行為表現的聯合預測力，又探討童軍活動對國中童軍利社會行為的影響因素，最後調查分析國中童軍對童軍活動的意見及看法。
本研究採行問卷調查法，首先透過文獻探討以了解利社會行為的涵義、理論基礎及相關研究。其次編製「國中學生利社會行為問卷」及「國中童軍利社會行為意見調查問卷」，並抽樣調查台灣22個縣市140所國中3937名學生，其中童軍1822名，非童軍2055名。
隨之，將調查所得資料，依照研究設計進行資料處理，逐一分析與討論結果，用以驗證研究假設。茲將本研究結果綜合歸納提出如下結論：
壹、國中童軍與非童軍利社會行為表現屬中上程度且二者有差異存在
一、國中童軍的利社會行為表現屬於中上程度。
二、國中非童軍的利社會行為表現屬於中上程度。
三、國中童軍利社會行為表現優於非童軍。
貳、國中童軍利社會行為表現因人口變項不同而有差異
一、國中女童軍的利社會行為表現比男童軍佳。
二、北區之國中童軍的幫助行為表現比中區童軍佳。
參、國中童軍利社會行為表現因其家庭因素之不同而有差異
一、不同出生序的國中童軍之利社會行為表現無顯著差異。
二、不同家庭信仰的國中童軍之利社會行為表現無顯著差異。
三、中上及中等家庭社經地位的國中童軍之利社會行為表現比中下家庭社經地位童軍佳。
四、不同家庭類型的國中童軍之利社會行為表現無顯著差異。
肆、國中童軍利社會行為表現因其個人因素之不同而有差異
一、有幼童軍經驗的國中童軍之利社會行為表現比無幼童軍經驗的國中童軍佳。
二、愈積極參與活動的國中童軍之利社會行為表現愈佳。
伍、國中童軍的性別、家庭社經地位、幼童軍經驗、不同參與活動態度對利社會行為有顯著的聯合預測力。
陸、國中童軍利社會行為的影響因素：
一、童軍活動能增進童軍利社會行為表現。
二、諾言、規律和銘言是童軍助人的指標。
三、楷模提供童軍利社會行為的榜樣。
四、超我之「良心」是童軍利社會行為的內在驅力。
五、教材內容及教法可提昇童軍利社會行為表現。
六、童軍活動的情境激發童軍努力向善及利社會行為。
柒、國中童軍對童軍活動表示支持與肯定。
根據研究結論，爰提出本研究之建議如下：
壹、教育行政機構方面
一、對國中童軍利社會行為之培養與促進應更積極與重視。
二、鼓勵各級學校設立童軍團，尤應落實國小幼童軍團的設立，給予經費辦理各項童軍活動並鼓勵參加。
三、訂定全國童軍活動發展政策，縮短區域差距；多舉辦全國性或跨區性之童軍活動，以平衡區域之差異。
四、提高童軍團長及活動人員遴選門檻，遴選童軍團長務必以興趣及服務熱忱為優先考量
貳、國民中學方面
一、鼓勵學生參加童軍團，積極參與童軍活動
二、學校重大慶典及各項活動應多鼓勵童軍團指派童軍協助服務
三、強化童軍團之正常運作，充分尊重肯定團長的專業及努力。
四、禮聘退休童軍團長擔任義工，善用其熱忱、經驗與智慧，建立楷模學習之效果。
五、遴選童軍團長應以性向、人格特質為優先考量
六、學校童軍團應能與社區活動及服務結合，使社區青少年有機會參與有益身心健康之活動。
參、各校童軍團長方面
一、童軍團長應力求熟悉社區環境，結合社區資源，尋找提供童軍發揮服務精神的機會，培養愛社區、愛家鄉和愛國之情操。
二、多舉辦童軍活動，鼓勵童軍參加各項活動，使發展更多利社會行為。
三、團長帶領童軍活動時，能善用童軍教材內容及教法，提供更多元的教學方式，以利於童軍身心健全發展，並培養童軍的責任心，以引導童軍利社會行為的表現。
四、團長應善用小隊長、團員間之楷模學習效果，鼓勵童軍團員能以身作則，互相學習。
五、團長能善於利用活動的情境，在活動中能營造溫暖和諧氣氛，促進團隊合作的風氣。
六、團長在帶團領導與教導方式上，應貫徹性別平等之理念，避免性別差異現象的續存及意識型態的影響。
七、團長帶團時對來自低家庭社經地位之童軍多給予服務機會，加以引導鼓勵利社會行為的表現。
肆、父母家長方面
一、鼓勵孩子參加童軍活動。
二、慷慨支援學校團務或孩子之同學所需配備。
三、積極參與孩子的童軍活動，並可擔任服務員或義工。

The purpose of this study is to investigate the prosocial behavior of Scouts in junior high schools; to analyse the differences of prosocial behavior between the Scouts and non-Scouts; to study variables of population difference, family influences on Scouts, and personal factors affecting the prosocial behavior of Scouts; to understand the joint predictable effect of sex differences, family influences and personal factors on the prosocial behavior of Scouts; to investigate the factors found in scouting activities which influence the prosocial behavior of Scouts; and finally, to analyse the suggestions and perspective of Scouts relating to the scouting activities held in junior high schools.

This study is carried out by means of surveys, but first of all, a review of the literature is presented to understand the meaning of prosocial behavior and its related theories. The surveys consist of two questionnaires: “The Questionnaire of Prosocial Behavior of Junior High School Students” and “The Questionnaire of the Prosocial Behavior of High School Scouts”. Both were given to 1822 Scouts and 2055 non-scouts, all in all, 3937 students, in 140 junior high schools in 22 counties and cities of Taiwan.

After the surveys were completed according to the original study plan, by checking out the study hypotheses one by one, the following results are presented as the conclusions of this study:

1. The prosocial behavior of both high school Scouts and non-Scouts are above average on the measuring scale, with these differences between the groups:
(1) The prosocial behavior of Scouts is above average.
(2) The prosocial behavior of non-Scouts is above average.
(3) The prosocial behavior of Scouts is better than that of non-Scouts.

2. There is a difference between the prosocial behavior variables of population.
(1) The prosocial behavior of girl Scouts is better than that of boy Scouts.
(2) The helping behavior of Scouts in northern Taiwan is better than that of Scouts from the central area of Taiwan.

3. There is a difference in prosocial behavior of Scouts according to the different influencing factors in the family.
(1) There is no significant difference in the prosocial behavior of Scouts considered in the order of birth.
(2) There is no significant difference in the prosocial behavior of Scouts according to the religious belief of their families.
(3) The prosocial behavior of Scouts from families of the middle and higher economic level is better than that of Scouts from families of the lower middle and below economic level.
(4) There is no significant difference in the prosocial behavior of Scouts judged by the size of the family.

4. There is a difference in the prosocial behavior of Scouts according to the influence of their personal factors.
(1) The prosocial behavior of Scouts who have had experiences as junior Scouts is better than that of Scouts who did not have such experience.
(2) Those who more actively participate in scouting activities also show better performance in prosocial behavior.

5. The difference in sex, the family’s economic situation, one’s previous experience in scouting and attitude in joining the Scouts jointly give a significant power of predicting the prosocial behavior of Scouts.

6. The following factors influence the prosocial behavior of the Scouts:
(1) Scouting activities do increase the prosocial behavior of the Scouts.
(2) The promises, disciplines and slogans are paradigms for the helping behavior of the Scouts.
(3) Modeling (of activities) by the Scoutmasters are a good example to the Scouts of prosocial behavior.
(4) The “conscience” of the super ego is the inner motivating drive for the prosocial behavior of the Scouts.
(5) The contents and the methods of instruction can elevate the prosocial behavior of the Scouts.
(6) The atmosphere of the scouting activities may stimulate the prosocial behavior and the good will of the Scouts.
7. The Scouts in junior high school have supported and affirmed the value of scouting activities.

According to the conclusions drawn from this study, I would like to offer my suggestions to the following:

1. To educational policy makers:
(1) Pay more attention to promoting the prosocial behavior of the Scouts.
(2) Encourage the establishing of scouting organizations in all school levels, but especially in the elementary schools, and the giving of the necessary financial assistance.
(3) Make up development policies and accounting activities for the whole country in order to give equal opportunities to various areas.
(4) Set up higher standards for the recruiting of scoutmasters and other personnel as well. An interest in scouting and a willingness to serve should be considered top priorities for recruitment.

2. To school authorities:
(1) Encourage all students to actively participate in scouting activities.
(2) Assign the Scouts to serve on all occasions of school celebrations and activities.
(3) Strengthen the regular operations of the scouting corps and respect the expertise and the endeavors of the scoutmasters.
(4) Make good use of the enthusiasm, experience, wisdom and good modeling of the retired scoutmaster in his volunteer work.
(5) Aptitude and personality should be the top priorities for the recruitment of scoutmasters.
(6) In order to help the youth in the community, the school should seek opportunities to cooperate in community activities.

3. To the Scoutmasters:
(1) Become familiar with the communities in your area, in order to find more resources and opportunities for the service of the school Scouts. In this way, they may get more exercise in their love for their community, their hometown and their country as well.
(2) Hold more activities where the Scouts can exercise their prosocial behavior.
(3) Make good use of available teaching material in the multiple teaching methods for the better development of the Scouts’ healthy mind and sense of responsibility. In this way, you may help to promote the prosocial behavior of the Scouts.
(4) Making good use of modeling among the group leaders and Scouts themselves makes for better learning.
(5) Create a warm and harmonious atmosphere to promote a spirit of cooperation.
(6) Promote the ideal of equity and equality between the sexes in the exercise of their leadership and instructions, so as to avoid sex bias.
(7) Give those Scouts who come from economically disadvantaged families more opportunities to serve in order to promote prosocial behavior.

4. To the parents:
(1) Encourage your children to join scouting activities.
(2) Be generous in helping with the scouting equipment at the school and for individual needy Scouts.
(3) Actively participate in Scouting activities of the children and be volunteers.

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陶 唐(民74)。童子軍教育的價值及其必然之趨勢。載於中國童子軍教育學會(主編)，童軍教育論著選集(頁137-150)。台北：水牛，。
張文鑫(譯)(民82)。世界童子軍總部著。童子軍運動的基本原則。台北：中國童子軍月刊社。
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劉彥俊(民74)。論童軍教育的源流。載於中國童子軍教育協會(主編)，童軍教育論著選集(頁221-238)。台北：水牛。
劉彥俊(民83)。童軍教育。台北：水牛。
劉詠堯(民74)。童子軍教育與人性之發揚。載於中國童子軍教育學會(主編)，童軍教育論著選集(頁97-102)。台北：水牛。
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