English  |  正體中文  |  简体中文  |  Items with full text/Total items : 6480/11652
Visitors : 20673932      Online Users : 162
RC Version 3.2 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Adv. Search
LoginUploadHelpAboutAdminister

Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/6842

Title: 國中學生虛擬霸凌與傳統霸凌之相關研究
Other Titles: The Study of Junior High School Students' Virtual Bullying and Traditional Bullying
Authors: 許文宗
Contributors: 王智弘
Chih-Hung Wang
許文宗
Wen-Tsung Hsu
Keywords: 傳統霸凌;虛擬霸凌;五大人格特質
traditional bullying;virtual bullying;personality traits
Date: 2010
Issue Date: 2010-12-03
Description: 碩士
教育研究所
Abstract: 本研究旨在了解國中學生傳統霸凌與虛擬霸凌之現況,採用問卷調查法,以臺灣中部地區彰化縣、台中縣、台中巿、南投縣之公立國中19所學校,1008名學生作為研究對象。以「五大人格特質量表」、「傳統霸凌量表」以及「虛擬霸凌量表」作為研究工具,以描述統計、多變量分析、皮爾森積差相關分析、迴歸分析等統計方法分析資料。
本研究之主要發現如下:
一、 傳統霸凌的加害者、受害者及旁觀者三種角色男生的傾向顯著高於女生,高年級的學生大於中、低年級的學生。學業成就所造成的差異會因為不同的霸凌種類而不同,直接霸凌加害者部分前三分之一的學生傾向較低,傳統霸凌加害者以中間三分之一傾向的學生較高。
二、 虛擬霸凌的加害者、受害者及旁觀者三種角色主要傾向為女生高於男生,高年級大於中、低年級。學業成就只在網路罷網路霸凌受害者部分造成差異,並且以中間三分之一的傾向較高。
三、 父母國籍、主要照顧者以及家庭社經地位對於傳統霸凌及虛擬霸凌的部分角色的差異性影響有交互作用存在。整體看來,單親特別是只有父親照顧且為外籍配偶子女的低社經地位家庭的子女傾向較高。
四、 傳統霸凌與虛擬霸凌各種不同角色間,大部分的角色都呈現出顯著的相關。
五、 受害者的人格特質和謹慎性、神經質以及開放性有關。謹慎性越強的越不容易是受害者,神經質和開放性傾向越高的,越有可能是受害者。但是虛擬霸凌受害者的人格特質只和神經質相關。
六、 加害者的人格特質和謹慎性、神經質、外向性以及開放性有關。謹慎性越強的國中學生,越不容易是加害者,而外向性、神經質和開放性傾向越高的學生,越有可能是加害者。
本研究最後根據研究結果提出各項建議,以供教育單位、家長、學生及未來研究者之參考。
This study explored the status quo of traditional bullying and virtual bullying among junior high school students. Based on Big Five Personality Trait Scale, Traditional Bullying Scale and Virtual Bullying Scale, the questionnaires were distributed to public junior high schools in central Taiwan ( 1,008 subjects ). And the results of this study are listed as the following statement.

1. For the part of traditional bullying in junior high school, boys and ninth graders are more likely to become perpetrators, victims and bystanders than girls and seventh graders as well as eighth graders. Furthermore, the differences of academic achievements are varied by bullying types; high academic achievers are less likely to commit traditional bullies while medium academic achievers are more likely to receive traditional bullies.
2. Girls and ninth graders are more likely to become perpetrators, victims and bystanders than boys and seventh graders and eighth graders in virtual bullying; furthermore, medium academic achievers are more likely to received virtual bullying..
3. There are interaction effects among parental nationalities, primary care givers, socioeconomic backgrounds and roles in traditional bullying and virtual bullying. Students in single-parent family, with low socioeconomic, and having foreign parents are more likely to become bullies.
4. There is a strong relationship among most roles in traditional bullying and virtual bullying.
5. Victims’ tends to have personality traits of conscientiousness , neuroticism and openness. Students with high conscientiousness are less likely to become victims; however, students with more neuroticism and openness are more likely to become victims. In addition, personalities of victims in virtual bullying only related to the openness.
6. Perpetrators’ tends to have personality traits of conscientiousness , neuroticism extraversion, and openness. Junior high school students with high conscientiousness are less likely to be perpetrators; however, students with more extroversion, neuroticism and openness are more likely to become perpetrators.
According to the results, suggestions are proposed as the reference for the government, parents, students and researchers in the future.
Appears in Collections:[教育研究所] 博碩士論文

Files in This Item:

File SizeFormat
index.html0KbHTML1120View/Open


All items in NCUEIR are protected by copyright, with all rights reserved.

 


DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback