| 摘要: | 摘 要
本研究之主要目的在於探討國中學生霸凌行為、學校適應之現況，以及各變項間的相關情形。本研究首先考驗不同背景變項在霸凌行為、霸凌行為型態、學校適應各變項間的差異以及不同霸凌行為型態在學校適應上的差異；其次分析霸凌行為、學校適應的相關情形，並探討霸凌行為對學校適應的預測作用。
本研究採問卷調查法，於民國97年抽取中部地區(台中縣市、彰化縣、南投縣)等四縣市之國中學生，共680人為研究對象，施以「霸凌他人量表」、「霸凌受害量表」、「學校適應量表」後，以SPSS 14.0 For Windows的統計軟體進行次數分配、t考驗、單因子變異數分析、皮爾森積差相關、多元迴歸分析。
本研究之重要發現如下：
一、目前國中學生霸凌他人行為，以「言語霸凌」的方式霸凌他人最常見，「身體霸凌」、「間接霸凌」則較少發生。
二、在霸凌受害上，受害者亦多以「言語受害」的方式遭受霸凌，「間接受害」、「身體受害」則較不常見。
三、目前國中學生之學校適應程度大致良好。其中在「同儕關係」上適應最佳，「常規適應」次之，「學習適應」、「師生關係」則較低。
四、不同性別的國中在霸凌行為(霸凌他人與霸凌受害)、霸凌行為型態、學校適應上皆達顯著差異。
五、不同年級的國中學生在霸凌行為(霸凌他人與霸凌受害)、學校適應上達顯著差異；在霸凌行為型態上則未達顯著差異。
六、不同霸凌行為型態的學生在學校適應上有顯著差異。
七、學校適應分別與霸凌他人、霸凌受害兩兩有顯著負相關。
八、霸凌他人各層面與「常規適應」、「學習適應」、「師生關係」、之間有較高的負相關；霸凌受害各層面與「同儕關係」有較高的負相關。
九、「言語霸凌」、「間接霸凌」對學校適應具有顯著的負向預測力。
本研究最後依據研究結果，提出各項建議，以作為國中學生、學校、教育有關人員、輔導人員及未來相關研究之參考。
The Relationship among Bullying Behaviors, and School Adjustment of Junior High School Students----Take Central Taiwan for Example.
Advisor: Tsong-Wen Chen, Ph. D.
Author: Shih-Li Lin
Abstract
The main purpose of this study was to explore bullying behaviors and school adjustment of junior high school students. This study firstly tested the differences among bullying behaviors, bullying pattern, school adjustment in different background, but also the differences of school adjustment in different bullying pattern. Next, it investgated the relationship among bullying behaviors, and school adjustment, and explored the prediction of school adjustment on bullying behaviors.
This study used surrey with a total of 680 students, randomly selscted from junior high school in central Taiwan. It was completed with the instruments including “Bullying Scale”, “victimization Scale”, and “School Adjustment Scale.” The statistical methods used to analyze the data were t-test, One-way ANOVA, Pearson's Correlation, and Multiple Regression Analysis.
The findings of this study are summarized as follows:
1.Currently, “Verbal bullying” happens most on the campus, while “indirect bullying”occurs least on the campus.
2. “Verbal victimization” happens most on the campus, while “physical victimization” happens least on the campus.
3.Nowadays,the school adjustment of junior high school students is above the average. Among all the adjustment of peer relationship is the best, followed by that of classroomrules. The adjustment of learning and of student-teacher relationship is worse.
4. There were significant differences in students’ bullying behaviors, patterns of bullying behaviors, and school adjustment concerning gender.
5. There were significant differences in students’ bullying behaviors and school adjustment concerning grade level. There were no significant differences in patterns of bullying behaviors concerning gender level.
6. There were significant differences in students’ patterns of bullying behaviors regarding school adjustment.
7. The correlation between bullying behaviors and school adjustment is negative.
8.Significant negative correlation among all factors of bullying and rules adjustment, learning adjustment, student-teacher relationship, attitudes toward school were found；significant negative correlation among all factors of victimization and peer relationship were found.
9. According to the Multiple Regression Analysis, verbal bullying, and indirect bullying can negatively predicate school adjustment.
Based on the findings, the related suggestions were provided for students, schools, teachers, and future research. |
