臺灣博碩士論文加值系統

本研究藉由Crick和Dodge所提出的社會訊息處理歷程理論(social information processing model)瞭解國中生同儕地位的不同是否會造成認知歷程之差異，其研究目的為二：(一)探討並比較不同程度被動攻擊傾向之國中生其社會訊息處理歷程；(二)比較不同同儕地位之高被動攻擊傾向國中生其社會訊息處理歷程之差異。
研究對象為台灣7所國中41班共1399位七年級至九年級之國中生，以同儕提名法篩選出同儕地位，以「少年攻擊量表」測量被動攻擊傾向之高低，並以「社會問題解決量表」作為研究工具測量國中生其社會訊息處理歷程，後以單因子變異數分析(one-way ANOVA)及卡方考驗(chi-squre test)作為資料處理之統計工具。
本研究結果為：(一)國中生依據不同程度之被動攻擊傾向其社會訊息處理歷程中線索解釋、痛苦感、目標選擇及反應決定階段有顯著差異；(二)高被動攻擊傾向之國中生若依照其同儕地位作為自變項，其社會訊息處理歷程中各階段並無顯著差異。本研究根據問卷調查結果，提出對教學輔導與後續研究之建議。

According to Crick and Dogde’s social information processing model, this study examines whether different peer relationships among junior high school students cause variations in the cognitive processes. The purpose of the study is twofold: (1) to explore and compare the social information processing of students with different levels of reactive aggression, and (2) to compare the differences of social information processing conducted by highly reactive-aggressive students with different peer relationships.
The research objects are 1,399 students from 7 junior high schools (41 classes) in Taiwan, ranging from the 7th to the 9th grade. The peer relationships are evaluated through peer nomination. The levels of reactive aggression are assessed through “Adolescent Aggression Scale.” The research tool for students’ social information processing is “Social Problem-Solving Inventory,” and the final data analysis is done through statistic tools “One-way ANOVA” and “Chi-square Test.”
The research results are as follows: (1) among students with different levels of reactive aggression, there are significant differences on “interpretation of cues,” “feeling of distress,” “clarification of goals,” and “response decision” within the social information processing; (2) there are no significant difference among highly reactive-aggressive students on the steps within social information processing when making peer relationship as the independent variable. Based on results from questionnaires, suggestions for teaching mentoring and further research are provided in the end.

第一章 緒論……………………………………………………………1
第一節 研究動機與目的……………………………………… 1
第二節 研究問題與研究假設 …………………………………4
第三節 名詞解釋 ………………………………………………6
第二章 文獻探討 ……………………………………………………9
第一節 國中生發展議題……………………………………… 9
第二節 被同儕拒絕者之相關研究討………………………… 12
第三節 青少年的攻擊行為…………………………………… 21
第四節 社會訊息處理訊息之相關理論……………………… 27
第五節 總結…………………………………………………… 36
第三章 研究方法 ……………………………………………………37
第一節 研究架構與設計……………………………………… 37
第二節 研究對象……………………………………………… 38
第三節 研究工具……………………………………………… 40
第四節 資料處理方式………………………………………… 43
第四章 研究結果…………………………………………………… 45
第一節 國中學生被動攻擊及同儕地位人數與性別概況描描述 45
第二節 不同被動攻擊程度社會訊息處理歷程之差異 ……49
第三節 不同同儕地位高攻擊傾向之國中生其社會訊息處理歷程59
第五章 研究討論及研究建議 ………………………………………73
第一節 不同程度被動攻擊傾向國中生之社會訊息處理歷程討論 73
第二節 不同同儕地位之高被動攻擊傾向國中生其整體社會訊息處理歷程75
第三節 研究限制………………………………………………76
第四節 研究建議………………………………………………77
第五節 研究結論………………………………………………79
參考文獻………………………………………………………………81
附錄……………………………………………………………………79
附錄一 教師指導語……………………………………………91
附錄二 研究工具………………………………………………92
壹、我的日常行為(少年攻擊評估量表)………………… 92
貳、我的社會問題解決方法(社會問題解決問卷)……… 93
參、基本資料(同儕提名問卷)…………………………… 99

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