Mitigating Deviant Behavior in University Students through Education: How Structural Inequality Mediates and Functionalist and Conflict Perspectives Moderate the Process

Abstract

This study aims to explore the impact of educational factors on behavioral deviance among faculty and guardian respondents, examining how various educational perspectives influence behavior. Using a quantitative approach, the research employs Smart PLS for path coefficient analysis, multi-group analysis, and reliability testing, with a sample size of 240 respondents (120 faculty members and 120 guardians). The findings reveal significant relationships between education, functional perspectives, and behavioral outcomes, with notable differences between faculty and guardian groups. The study’s implications highlight the importance of targeted educational strategies to mitigate behavioral deviance. The results contribute to both theoretical and practical knowledge in the fields of education and behavioral studies.