(3.235.11.178) 您好!臺灣時間:2021/02/26 04:16
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果

詳目顯示:::

我願授權國圖
: 
twitterline
研究生:黃怡倫
研究生(外文):Huang, Yi-lun
論文名稱:青少年欺凌受害者之人格特質、父母教養風格及相關因素之研究
論文名稱(外文):Personality, Parenting Style, and Related Factors of Bullying Victims in Adolescents
指導教授:黃德祥黃德祥引用關係
指導教授(外文):Huang, Der-Hsiang
學位類別:碩士
校院名稱:大葉大學
系所名稱:教育專業發展研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2008
畢業學年度:96
語文別:中文
論文頁數:128
中文關鍵詞:人格特質父母教養風格社會地位欺凌
外文關鍵詞:PersonalityParenting styleSocial statusBully
相關次數:
  • 被引用被引用:34
  • 點閱點閱:1347
  • 評分評分:系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:13
本研究主要目的在探討青少年欺凌受害者之人格特質、父母教養風格、社會地位的關係;考驗不同背景變項的青少年欺凌受害經驗之差異;探討人格特質與欺凌受害經驗之關係;比較父母教養風格、社會地位與欺凌被害經驗之差異;探究青少年之人格特質、父母教養風格、社會地位與欺凌受害經驗之結構模式關係。
本研究以台灣地區12歲至18歲之國中、高中職學生為母群體,抽取528位青少年為施測樣本,以便利取樣施以個人基本資料調查表、人格特質量表、父母教養風格量表、社會地位量表與欺凌受害經驗量表,再以SPSS12.0統計軟體進行描述性統計分析、變異數分析、皮爾森積差相關,並利用AMOS5.0統計軟體分析整體結構模型之適配度與驗證變項之線性結構關係。
本研究結果發現青少年不同性別、年級、身體強弱、功課程度、社經地位在欺凌受害經驗上均有顯著不同;青少年之人格特質兩構面與欺凌受害經驗有顯著相關;青少年之父母教養風格、社會地位與欺凌受害經驗達顯著差異;整體模式配適度良好,且青少年之人格特質、父母教養風格、社會地位對欺凌受害經驗均具有正向且直接的影響力。
The main purpose of this study is to explore the correlation among personality, parenting style and social status of bullying victims in adolescents. The study is to anal-ize the differences of adolescents with different background in bullying-victim experi-ences, to investigate the correlation among personality and bullying-victim experiences, to compare the differences of parenting style, social status and bullying-victim experi-ences; and to understand the correlation among personality, parenting style, and social status of bullying victims in adolescents in structure equation modeling.
Subjects, 528 students, are selected from junior and senior high school of age 12-18 by convenience sampling in Taiwan. The subjects are administered by the Per-sonal Background, Big Five Personality Scale, the Parenting Style Scale, the Social Status Scale, and Victimization of Bully Scale. Frequency distribution, t-test, one-way ANOVA and Pearson's correlation are used for the data analysis. And using AMOS5.0 (Analysis of Moment Structure) to analysis the good-of-fit of all stricture modeling and to explore the relationships between latent variables and observing data.
The research results are that there were significantly differences in gender, grade, strong or weak of the body, the degree of achievements and social status concering bul-lying-victim experiences. The agreeableness of personality traits has directly positive affections on bullying-victim experiences and the openness of personality traits has negative affections on bullying-victim experiences. There were significantly differences in parenting style and social status in adolescents concering bullying-victim experiences. There is a good fit measure result and the parenting style in adolescents have signifi-cantly affections on bullying-victim experiences.
中文摘要 ..................... iii
英文摘要 ..................... iv
誌謝辭  ..................... vi
內容目錄 ..................... vii
表目錄  ..................... ix
圖目錄  ..................... x
第一章  緒論................... 1
  第一節  研究動機與研究目的.......... 1
  第二節  研究問題與研究假設.......... 9
  第三節  重要名詞解釋............. 10
  第四節  研究範圍............... 12
第二章  文獻探討................. 13
  第一節  青少年人格特質之理論與相關研究.... 13
  第二節  青少年父母教養風格之理論與相關研究.. 20
  第三節  社會地位之理論與相關研究....... 26
  第四節  青少年欺凌受害經驗之理論與相關研究.. 30
第三章  研究方法................. 38
  第一節  研究架構............... 38
  第二節  研究對象與取樣方法.......... 42
  第三節  研究工具............... 44
  第四節  資料處理與統計方法.......... 56
  第五節  實施程序............... 57
第四章  結果與討論................ 59
  第一節  描述性統計分析............ 59

  第二節  不同背景變項之青少年在欺凌受害經驗之差
異情形................ 62
  第三節  青少年人格特質與欺凌受害經驗之相關性. 71
  第四節  青少年父母教養風格與欺凌受害經驗之差異
情形................. 73
  第五節  青少年班級社會地位與欺凌受害經驗之差異
情形................. 75
  第六節  青少年人格特質、父母教養風格、社會地位
與欺凌受害經驗之線性結構關係..... 80
第五章  結論與建議................ 86
  第一節  結論................. 86
  第二節  建議................. 90
參考文獻...................... 98
附錄A 預試問卷................. 120
附錄B 正式問卷................. 124
附錄C 問卷指導語................ 128
一、中文部分

人本教育基金會(2006)。人本之友會訊第二版。2006年8月,取自http://hef.yam.org.tw/abouthef/04/2005/02.htm
大紀元(2006)。終止體罰 聯合國兒童受暴研究計畫在台發表。2006年11月26日,取自http://www.epochtimes.com/b5/6/11/26/n1535341.htm
王美芳、張文新(2002)。中小學中欺負者、受欺負者與欺負、受欺負者的同伴關係。心理發展與教育,2,1-5。
王淑女(1995)。家庭暴力及青少年暴力行為之研究。犯罪學期刊。1,125-149。
王順民(2004)。從家庭霸凌、學校霸凌到社會霸凌-有關國小兒童校園霸凌現象的人文解讀。財團法人國家政策基金會,國政評論。2004年9月3日,取自http://old.npf.org.tw/PUBLICATION/SS/093/SS-C-093-094.htm
王鍾和(1995)。家庭結構、父母管教方式與子女行為表現。國立政治大學教育研究所博士論文。
自由電子報(2004),校園霸凌六成三兒童被欺負。2004年9月1日,取自http://www.libertytimes.com.tw/2004/new/sep/1/today-life5.htm
吳永裕(1996)。單親兒童之親子關係、行為困擾與學習適應研究。國立台北師範學院國民教育研究所碩士論文。

吳金香(1978)。父母教養方式與國中學生自我觀念的關係。國立台灣師範大學教育研究所碩士論文。
吳美玲(2001)。國小學童父母管教方式、教師期望與習得無助感相關之研究。國立高雄師範大學教育學系碩士論文。
吳紋如(2005)。國小高年級學童人格特質、親子關係與受霸凌知覺及反應之研究。國立嘉義大學家庭教育研究所碩士論文。
吳清山、林天祐(2005)。校園霸凌。教育研究月刊,130,143。
谷傳華、張文新(2003)。小學兒童欺負與人格傾向的關係。心理學報,35,101-104 頁。
兒童福利聯盟文教基金會(2007)。兒童校園「霸凌者」現況調查報告發表記者會。2007年9月12日,取自ttp://www.children.org.tw/news.php?id=1848&typeid=11&offset=20
周宗奎、林崇德(1998)。小學兒童社交問題解決策略的發展研究。心理科學,30,274-280。
林文瑛、王震武(1995)。中國父母的教養觀—嚴教觀或打罵觀?本土心理學。3,2-92。
林宗鴻(1997)。人格心理學。台北:揚智文化有限公司出版。
邱招婷(2002)。國民中學青少年次級文化、同儕關係與生活適應相關之研究。國立屏東師範學院國民教育研究所碩士論文。未出版。
邱珍琬(2001)。國小校園欺凌行為與教師對應策略。屏東師院學報,15,41-80。
金車教育基金會(2005)。營造友善校園,學生最愛老師幽默風趣。2005年4月29日,取自http://www.kingcar.org.tw/lecture_txt.asp?NewsID=29&NewsType=1
洪雅雯(2001)。國小學童之人格特質、同儕接納程度與班級氣氛知覺關係之研究。國立屏東師範學院國民教育研究所碩士論文。未出版。
洪榮照(1998)。兒童攻擊行為相關因素與認知行為略輔導效果之研究。國立彰化師範大學特殊教育系博士論文。未出版。
洪福源(2003)。校園欺凌行為的本質及其防治策略。教育研究月刊,110,88-98。
洪福源、黃德祥(2002)。國中校園欺凌行為與學校氣氛及相關因素之研究。彰化師大教育學報,2,37-84。
香港中文大學(2004)。有效預防校園欺凌,須對症下藥。2004年4月,取自http://www.cuhk.edu.hk/med/hep/chi/courses/reports/c_bullying.htm。
孫碧蓮(2002)。雙親家庭父親管教方式與子女行為表現之探討。國立政治大學教育學系教育心理與輔導組碩士論文。
張文新(2002)。中小學生欺負/受欺負的普遍性與基本特點。心理學報,34,387-394。
張春興(1993)。現代心理學。台北:東華書局。
張美麗(2005)。國中學生性別角色、同儕關係與性別教育需求之相關研究。國立彰化師範大學教育研究所碩士論文。未出版。
莊麗雯(2002)。國小學童的家庭狀況、親子互動與依附風格之相關研究。國立屏東師範學院心理輔導教育研究所碩士論文。
莊耀嘉(1996)。中國人角色關係的認知結構。國科會研究報告。
莊耀嘉、李雯娣(2001)。兒童性格結構:五大模型的本土化檢驗。中華心理學刊,43,1,65-82。
許春金、馬傳鎮(1998)。少年偏差行為早年預測之研究。台北:行政院青年輔導委員會。
許雅嵐(2002)。國中班級同儕團體互動之研究。國立高雄師範大學教育研究所碩士論文。未出版。
許福生(2005)。台灣地區少年非行狀況與防制策略之探討。刑事政策與犯罪研究論文集,8,263-288。
陳世平(2001)。兒童人際衝突解決策略與欺負行為的關係。心理科學,24,234-235。
陳江水(2003)。國中學生家庭環境人格特質社會技巧與學業成就之相關研究。國立彰化師範大學教育研究所學校行政碩士班論文。
陳冠中(2000)。背景變項、父母管教方式、手足關係與高中生寂寞之相關研究。國立政治大學教育學系碩士論文。
陳國威、陳小梅(2005)。學童欺凌──心理剖析。香港教師中心學報,4,141-149。
陳鳳如(1996)。讓學生揮別校園的陰影-談欺凌行為的成因與輔導。測驗與輔導。136,2084-2808。
陳靜惠(1994)。國民中學聽覺障礙學生之自我概念與家庭因素之關係研究。國立彰化師範大學特殊教育研究所碩士論文。
陳馨蘭(1998)。教師人格特質、自我效能、學生行為信念與班級經營風格之相關研究。國立彰化師範大學教育研究所碩士論文。
彭偉峰(2003)。國小高年級學童人格特質、父母管教方式對生活壓力影響之研究-以中部地區為例。國立台中師範學院諮商與教育心理研究所碩士論文。
彭國華(2005)。少年校園暴力行為研究。國立中正大學犯罪防治研究所碩士論文。
智邦公益館(2004)。國小兒童校園霸凌現象觀察發表。2004年11月17日,取自http://www.17885.com.tw/welfare/show.asp?serial=731#
黃玉臻(1997)。國小學童A型行為、父母管教方式與生活適應相關之研究。國立高雄師範大學教育學類研究所碩士論文。
黃成榮(2001)。處理欺凌的原則及策略。小學學童欺凌現象研討會。香港城市大學應用社會科學系。
黃成榮、盧鐵榮(2002)。從香港中學教職員問卷調查看學童欺凌現象輿對策。教育研究學報,17,2,253 -271。
黃成榮、盧鐵榮(2002)。從香港中學教職員問卷調查看學童欺凌現象輿對策。教育研究學報,2,253-271。
黃富源(1986)。台灣北部地區犯罪少年與一般少年家庭背景之比較研究。國立中央警官大學碩士論文。
黃德祥(1996)。青少年發展與輔導。台北:五南。
黃德祥(2001)。青少年發展與輔導(第二版)。台北:五南。
黃毅志(1997)。職業、教育階層論與子女管教:論Kohn的理論在台灣的適用性。台東師院學報,8,1-26。
新苗編譯小組(2005)。反校園暴力100招。台北:重慶出版社。
楊如馨(2000)。音樂資優學生之父母管教方式、A型性格、認知風格與音樂表演焦慮之關係。國立臺南師範學院國民教育研究所碩士論文。
楊自強(1985)。國中生價值觀念與父母教養方式關係之研究。國立台灣師範大學教育研究所碩士論文。
楊國樞(1986)。家庭因素與子女行為-台灣研究的評析。中華心理學刊,28,1,7-28。
詹美涓(1992)。青少年知覺之父母支持與青少年自我價值之相關研究。國立台灣師範大學家政教育研究所碩士論文。
鄔佩麗、洪儷瑜(1996)。校園暴力行為之預防、診斷及處理策略模式研究。行政院教育改革審議委員會。
蔡德輝、楊士隆(2001)。犯罪學。台北:五南圖書出版公司,P.84-88。
鄭夙雅(2000)。國中生社會技巧、認知曲解與校園暴力行為相關之研究。中國文化大學兒童福利研究所碩士論文。
鄭慧玲(1982)。人格心理學,台北:桂冠圖書股份有限公司。
黎素君(2006)。國小校園欺凌行為重複被害之研究。國立台北大學犯罪學研究所碩士論文。
賴美秀(1993)。父母的性別角色、兒童的性別角色與兒童的自尊和同儕接納度之關係。國立台灣師範大學家政教育研究所碩士論文。未出版。
魏麗敏(1992)。國小兒童家庭因素情緒困擾對成就與適應影響之分析研究。高雄:復文出版社。
魏麗敏、黃德祥(2002)。國中學校氣氛與校園欺凌行為及相關因素之研究。行政院國家科學委員會專題研究報告。
蘇建文等(1997)。發展心理學。台北:心理出版社。
蘇秋碧(2000)。國小六年級被同儕拒絕兒童其被同儕拒絕因素之研究。國立台中師範學院國民教育研究所碩士論文。未出版。

二、英文部分
Asher, S. R., & Dodge, K. A. (1986). Identifying children who are rejected by their peers. Developmental Psychology, 22, 444-449.
Austin, S., & Joseph, S. (1996). Assessment of bully/victim problems in 8 to 11 year olds. British Journal of Educational Psychology, 66, 447-456.
Baldry, A. C. (2003). Bullying in schools and exposure to domestic violence. Child Abuse & Neglect, 27, 713–732.
Baldry, A. C., &. Farrington, D. P. (1999). Types of bullying among Italian school children. Journal of Adolescence, 22, 423-426.
Baldwin, A. L., Kalhorn, J., & Breese, F. (1945). Patterns of parent behavior. Psychology Monographs, 26, 352-359.
Batsche, G. M. & Knoff, H. M. (1994). Bullies and their victims: Understanding a pervasive problem in the schools. School Psychology Review, 23, 165-174.
Baumrind, D. (1967). Child care practices anteceding three patterns of pattern of preschool behavior. Genetic Psychology Monographs, 75, 43-88.
Baumrind, D. (1980). New directions in socialization research. American Psychologist, 35, 639-652.
Becker, W. C. (1964). Consequences of different kinds of parental discipline. In M. L. Hoffman., & L. W. Hoffman (Eds.), Review of child development research, (Vo,.1, 169-208). New York: Russell Stage Foundation.
Bernstein, J. Y., & Watson, M. W. (1997). Children who are targets of bulling: A victim pattern. Journal of Interpersonal Violence, 12, 483-499.
Besag, V. (1989). Bullies and victims in schools; a guide to understanding and management. Philadelphia : Open University Press.
Bjorkqvist, K., Lagerspetz, K. & Kaukiainen, A. (1992). Do girls manipulate and boys fight? Developmental trends in regard to direct and indirect aggression. Aggressive Behaviour, 18, 117-127.
Blote, A. W., Kint, M. J. W., & Westenberg, P. M. (2007). Peer behavior toward socially anxious adolescents: Classroom observations. Behaviour Research and Therapy, 45, 2773–2779.
Blote, A., & Westenberg, P. M. (2007). Socially anxious adolescents' perception of treatment by classmates: Behaviour Research and Therapy, 45, 189-198.
Bollmer, J. M., Harris, M. J., Milich, R., & Georgesen, J. C. (2003). Taking of cares: effects of personality and teasing history on behavioral and emotional reactions to teasing. Journal of Personality, 71, 557–603.
Bosworth, K., Espelage, D. L., & Simon, T. R. (1999). Factors associated with bulling behavior in middle school pupils involvement in definitions of and attitudes towards bulling. School Psychology International, 17, 331-345.
Boulton, M. J., & Smith, P. K. (1994). Bully/victim problems in middle-school chilren: stability, self-perceived competence, peer perceptions and peer acceptance. British Journal of Developmental Psychology, 12, 315-329.
Bowers, L., Smith, P. K., & Binney, V. (1994). Perceived family relationships of bullies, victims in middle childhood. Journal of Social and Personal Relationships, 11, 215–232.
Broderick, P. C., & Korteland, C. (2002). Coping style and depress ion in early adolescence: Relationships to gender, gender role, and implicit beliefs. Sex Roles, 46, 201-213.
Burger, J. M. (1993). Personality (3nd ed.). PacificGrove, CA: Brooks/ColePublishing Co.
Carney, A., & Merrell, K. (2001). Bullying in schools: perspectives on understanding and preventing an international problem. School Psychology International, 21, 364–382.
Cattell, R. B. (1965). The scientific analysis of personality. Baltimore, MD: Penguin.
Charach, A., Pepler, D., & Ziegler, S. (1995). Bullying at school: A Canadian perspective. Education Canada, 35, 12-18.
Christopher, F. M., & Robert, N. S. (2003). Beneath the mask: An introduction to theories of personality (7th). NJ: John Wiley & Sons.
Coie, J. D., Dodge, K.A., & Kupersmidt, J. B. (1990). Peer group behaviour and peer group social status. In Asher S. R., & Coie J. D. (Eds.), Peer rejection in childhood, 17-59. Cambridge, England: Cambridge University Press.
Connolly, I., & O’Moore, M. (2003). Personality and family relations of children who bully. Personality and Individual Differences, 35, 559–567.
Coolidge, F. L., DenBoer, J. W., & Segal, D. L. (2004). Personality and neuropsychological correlates of bullying behavior. Personality and Individual Differences, 36, 1559–1569.
Craig, W. M. (January, 1997). The relationship among bullying, victimization, depression, anxiety, and aggression in elementary school children., Biennial ISSBD Conference. Quebec City.
Craig, W. M. & Pepler, D. J. (1999). Children who bully: Will they just grow out of it ? Orbit, 29, 16–19.
Crick, N. R., & Grotpeter, J. K. (1995). Relational Aggression, Gender, and Social-psychological Adjustment. Child Development, 66, 710–722.
Digman, J. M. (1990). Personality structure: Emergence of the five-factor model. Annual Review of Psychology, 41, 417-440.
Dodge, K. A. (1985). Attributional bias in aggressive children. In P. C. Kendall(Eds.), Advance in cognitive-behavioral research and therapy (Vol. 4.), Orlando, Florida: Academic Press Inc.
Duncan, R. D. (1999). Peer and sibling aggression: An investigation of intra- and extra-familial bulling. Journal of Interpersonal Violence, 14, 871-887.
Ehrler, D. J., Evans, J. G., & McGhee, R. L. (1999). Extending Big-Five Theory into childhood: A preliminary investigation into the relationship between Big-Five personality traits and behavior problems in children. Psychology in the Schools, 36, 451–458.
Eisenberg, N., Fabes, R. A. & Murphy, B.C. (1996). Parents’ reactions to children's negative emotions: relations to children's. Child development, 67, 1891-1914.
Elder, G. H. (1962). Structural variations in the child-rearing relationship. Sociometry, 25, 241-262.
Ericson, N. (2001). Addressing the Problem of Juvenile Bullying. OJJDP Fact Sheet. U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention. Washington, DC: U.S. Government Printing Office.
Eysenck, H. J. (1967). The biological basis of personality. Springfield, IL: Charles C. Thomas.
Farrington, D. P. (1993). Understanding and preventing bullying. Tonry, M. (Ed.), Crime and justice. A review of research. Chicago, London: The University of Chicago Press.
Fekkes, M., Pijpers, F. I. M., & Verloove-vanhorick, S. P. (2004). Bullying behavior and associations with psychosomatic complaints and depression in victims. The Journal of Pediatrics, 14, 17-22.
Field, T. (2005). Bully in sight. Success Uninted Press.
Genta, M. L., Menesini, E., Fonzi, A., Costabile, A., & Smith, P. K. (1996). Bullies and victims in schools in central and southern Italy. European Journal of Psychology of Education, 11, 97-110.
Georgesen, J. C., Harris, M. J., Milich, R., & Young, J. (1999). Just teasing: Personality effects on perceptions and life narratives of childhood teasing. Personality and Social Psychology Bulletin, 25, 1254–1267.
Gini, G. (2006). Bullying as a social process: The role of group membership in students’ perception of inter-group aggression at school. Journal of School Psychology, 44 , 51–65.
Glover, D., Gough, G., Johnson, M., & Cartwright, N. (2000). Bullying in 25 secondary schools: Incidence, impact, and intervention. Educational Research, 42, 141–156.
Goldstein, A. P., (1996). The psychology of vandalism. New York: lenum Press.
Griffin, R. S., & Gross, A. M. (2004). Childhood bullying: Current empirical findings and future directions for research. Aggression and Violent Behavior, 9, 379–400.
Guerin, S., & Hennessy, E. (2002). Aggression and bullying. Oxford: Blackwell.
Hazler, R. J. (1996). Breaking the cycle of violence : Interventions for bullying and victimization. Washington, DC : Accelerated Development.
Ireland, J. L. (2005). Psychological health and bullying behavior among adolescent prisoners: A study of young and juvenile offenders. Journal of Adolescent Health, 36, 236–243.
Jensen-Campbell, L. A., Adams, R., Perry, D. G., Workman, K. A., Furdella, J. Q., & Egan, S. K. (2002). Agreeableness, extraversion, and peer relations in early adolescence: Winning friends and deffecting aggression. Journal of Research in Personality, 36, 224–251.
Kauffman, J. M. (2005). Characteristics of the emotional and behavior disorders of children and youth. (8th ed.). Columbus, Ohio: Merrill.
Kochenderfer-Ladd, B., & Pelletier, M. E. (2007). Teachers' views and beliefs about bullying : Influences on classroom management strategies and students' coping with peer victimization. Journal of School Psychology, 64, 158-163.
Korabik, K., & McCreary, D. R. (2000). Testing a model of socially desirable and undesirable gender-role attributes. Sex Roles, 43, 665-685.
Kumpulainen, K., R¨as¨anen, E., Henttonen, I. Almqvist, F., Kresanov, K., Liang, H., Flisher, A. J., & Lombardc, C. J. (2007). Bullying, violence, and risk behavior in South African school students. Child Abuse & Neglect, 31, 161–171.
Kupersmidt, J. B., Griesler, P C., DeRosier, M. E., Patterson, C. J., & Davis, P. W. (1995). Childhood aggression and peer relations in the context of family and neighborhood. Child Development, 66, 360-375.
Libert, R. M., & Lbert, L. L. (1998). Personality: Strategtes and Issues. (8th ed.), New York: Brooks/Cole Publishing Co.
Linna, S. L., Moilanen, I., Piha, J., Puura, K., & Tamminen, T. (1998).Bullying and psychiatric symptoms among elementary school-age children. Child Abuse & Neglect, 7, 705–717.
Maccoby, E. E., & Martin, J. A. (l983). Socialization in the context of the family: Parent-Child interaction. In P. H. Mussen (Ed.), Handbook of child psychology, 4, 1-101. New York: John Wiley & Sons.
McCrae, R. R., & Costa, P. T. (2003). Personality in adulthood: A Five-Factor Theory perspective (2nd ed.), New York:. Guilford.
McCrae, R. R., & John, O. P. (1992). An introduction to the five-factor model and its applications. Journal of Personality, 60, 175-215.
Menesini, E., Fonzi, A & Genta, M-L. (1996). Bullying behaviour and attitudes among Italian school children, European, Congress on Educational Research (ECER), Seville.
Monte, C.F., & Sollod, R.N. (2003). Beneath the Mask. Hoboken, NJ: John Wiley & Sons.
Nansel, T. R., Overpeck, M., Pilla, R. A., Ruan, W. J., Simons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285, 2094–2100.
O’Moore, M., & Kirkham, C. (2001). Self-esteem and its relationship to bullying behaviour. Aggressive behavior, 27, 269–283.
O'connell, P., Pepler, D. & Craig, W. (1999). Peer involvement in bullying: insights and challenges for intervention. Journal of Adolescence, 22, 437-452.
Olweus, D. (1993). Bullying at school: What we know and what we can do. Cambridge, MA: Blackwell.
Olweus, D. (1994). Annotation:Bullying at school:Basic facts and effects of a school based intervention program. Journal of Psychology and Psychiatry, 35, 1171-1190.
Olweus, D. (1995). Bullying or peer abuse at school: Facts and intervention. Current Directions in Psychological Science, 4, 196–200.
Olweus, D. (1999). Sweden. In P. K. Smith, Y. Mortta, J. Junger-Tas, D. Olweus, R. Catalano & P. Slee(Eds.) The nature of school bulling: A cross-national perspective, pp7-27. New York: Routledge.
Olweus, D. (2001). Bullying at school:Tackling the problem. Organization for Economic Cooperation and Development, 225, 24-26.
Olweus, D. (2003). Bully/victim problems in school: Basic facts and an effective intervention pro-gramme. In Einarsen, S. Hoel, H., Zapf, D., & Cooper,C. L. (Eds.), Bullying and emotional abuse in the workplace: International perspectives in research and practice. pp62–78. London: Taylor & Francis.
Parker, J. G., & Asher, S. R. (1987). Peer relations and later personal adjustment: Are low-accepted children at risk? Psychological Bulletin, 102, 357-389.
Perry, D. G., Hodges, E. V. E., & Egan, S. K. (2001). Determinants of chronic victimization by peers: A review and a new model of family influence. In Juvonen, J. & Graham S. H. (Eds.), Peer harassment: The plight of the vulnerable and victimized. pp 73–104. New York: Guilford Press.
Perry, D. G., Kusel, S. J., & Perry, L. C. (1988). Victims of peer aggression. Developmental Psychology, 24, 807-814.
Perry, D. G., Willard, J. C., & Perry, L. C. (1990). Peers’ perceptions of the consequences that victimized children provide aggressors. Child Development, 61, 1310-1325.
Phares, E. J., & Chaplin, W. F. (1997). Introduction to personality (4th ed.). New York:Longman.
Pumroy, D. K. (1966). Maryland parent attitude survey: A research instrument with social desirability controlled. The Journal of Psychology, 64, 73-78.
Rigby, K. (1993). School childrens perceptions of their families and parents as a function of peer relations. The Journal of Genetic Psychology, 154, 501–513.
Rigby, K. (1996). Bullying in Schools. London & Bristol. PA: Jessica Kingsley Publishers.
Rigby, K. (1999). School childrens perceptions of their families and parents as a function of peer relations. The Journal of Genetic Psychology, 154, 501–513.
Roe, A., & Siegelman, M. (1963). A parent-child relations questionnaire. Child Development, 34, 355-369.
Salmivalli, C. (1999). Participant role approach to school bullying: implications for interventions. Journal of Adolescence, 22, 453-459.
Salmivalli, C., Lagerspetz, K., Bjorkqvist, K., Osterman, K., & Kaukiainen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior, 22, 1-15.
Salovey, P. & Mayer, J. (1990). Emotional Intelligence. Imagination, Cognition and Personality, 9, 185-211.
Sanders, C. E., & Phye, G. D. (2004). Bullying: Implications for the classroom. New York: Elsevier Academic Press.
Schaefer, E. S. (1959). A circumflex model for maternal behavior. Journal of Abnormal and Social Psychology, 112, 295-302.
Shel ton1, S., & Liljequist, L. (2002). Characteristics and behaviors associated with body image in male domestic violence offenders. Eating Behavior, 3, 217–227.
Shields, A. & Cicchetti, D. (2001). Parental maltreatment and emotion dysregulation as risk factors for bullying and victimization in middle childhood. Journal of Clinical Child Psychology, 30, 349-363.
Slee, P. T. & Rigby, K. (1993) The relationship of Eysenck's personality factors and self esteem to bully/victim behaviour in Australian school boys. Personality and Individual Differences, 14, 371-373
Slee, P. T. (1993). Bullying: A preliminary investigation of its nature and effects of school; children. Early Child Development and Care, 87, 47-57.
Slee, P. T. (1994). Bullying: It's hard not to feel helpless. Children Australia, 18, 14-16.
Slee, P. T. (1994). Please try and stop all this bullying. Every Child, 2 14-17.
Smith, P. K., & Sharp, P. (1994). School bulling: Insight and perspectives. London : Routledge.
social competence and comforting behaviour. Child Development, 67, 2227-2247.
Spriggs, A. L., Iannotti, R. J., Nansel, T. R., & Haynie, D. L. (2007). Adolescent bullying involvement and perceived family, peer and school relations:commonalities and differences across race/ethnicity. Journal of Adolescent Health, 41, 283–293.
Storch, E., Krain, A., Kovacs, A., & Barlas, M. (2002). The relationship of communication beliefs and abilities to peer victimization in elementary school children. Child Study Journal, 32, 231-240.
Tani, F., Greenman, P. S., Schneider, B. H., & Fregoso, M. (2003). Bullying and the Big Five: A study of childhood personality and participant roles in bullying incidents. School Psychology International, 24, 131–146.
Twenlow, S. W., & Sacco, F. C. (1996). A clinical perspective on the bully-victim-bystander relationship. Bulletin of Menninger Clinic, 60, 296-313.
Warden, D. & Mackinnon, S. (2003). Prosocial children, bullies and victims: an investigation of their sociometric status. British Journal of Developmental Psychology, 21, 367-385.
Wicks-Nelson, R., & Israel, A. C. (1997). Behavior disorder of childhood. New Jersey:Prentice-Hall Inc.
William, W. C. (1958). The PALS test: A technique for children to evaluate both parents. Journal of Consulting Psychology, 22, 478-495.
Woods, S., & White, E. (2005). The association between bullying behaviour, arousal levels and behaviour problems. Journal of Adolescence,
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
系統版面圖檔 系統版面圖檔