臺灣博碩士論文加值系統

目標：本研究目的為瞭解國中生霸凌行為的現況與其相關因素，並進一步分析霸凌行為中不同角色的相關因素。方法：本研究資料取自兒童與青少年行為之長期發展研究（Child and Adolescent Behaviors in Long-term Evolution），簡稱CABLE計畫，利用該計畫於2004年收集之資料進行分析。本研究納入分析之樣本為2004年時就讀七年級的學生，共2158人。採多元迴歸分析與多項邏輯迴歸模型，驗證本研究提出之假設。結果：研究樣本發生霸凌行為的比率為44.16%。與霸凌行為中的「加害行為」有顯著關係的變項包括居住地、情感變異性、父母的行為監督、父母是否打架、好友加害比率等。霸凌行為中的「受害行為」則與性別、父母婚姻狀況、父母是否吵架、好友加害比率、好友受害比率等變項呈現顯著關係。此外，與霸凌行為中不同角色（加害者、受害者、加害兼受害者、非加害或受害者）有關的因素也不盡相同。結論：由於霸凌行為中的「加害行為」與「受害行為」各自與不同的因素有關，茲建議如下：1.應教導青少年在面對衝突時因應情緒控制與排解情緒的方法；2.父母對青少年子女的教養，應在心理與行為上給予適當的管教；3.父母應重視身教，懲罰子女時宜採理性溝通方式；4.對霸凌行為中的不同角色，亦即加害者、受害者、加害兼受害者，提供不同的輔導與介入措施。

Objective: To investigate bullying behaviors from individual, familial and school perspectives among junior high school students and different types of students in bullying behaviors. Method: Data for this study was collected in 2004 as part of longitudinal study from the “Child and Adolescent Behaviors in Long-term Evolution (CABLE)” project. A total of 2,158 seventh graders were recruited. Multiple regression analysis and Multinominal Logit Model were used in the statistical analysis to verify assumptions of this study. Results: There were 44.16% of seventh graders involved in bullying behaviors. The results indicated that adolescents who bullied were significantly associated with residence, emotional variability, parents’ supervision, parents’ fighting and bullying ratio of friends. The adolescents who been bullied were found to be associate with sex, parents’ quarrel, bullying ratio of friends and victimization ratio of friends significantly. Moreover, different types of bullying behaviors （bullies, victims, bully/victims and uninvolved）displayed distinct factors. Conclusion: Adolescents who bullied and been bullied were associated with different factors. Findings of this study recommend the followings: First, adolescents should be taught emotional control in conflicting and expressed their emotions. Secondly, parenting should be authoritative and supervising appropriately. Thirdly, parents’ punishment should change from physical to rational communication. Fourthly, tailored counsels and interventions should be designed for distinct types of bullying behaviors（bullies, victims and bully/victims）.

口試委員審定書……………………………………………………………………i
致謝…………………………………………………………………………………ii
摘要…………………………………………………………………………………iii
第一章 前言
第一節 研究動機………………………………………………………………1
第二節 研究目的………………………………………………………………3
第二章 文獻探討
第一節 青少年的霸凌行為及其影響…………………………………………4
第二節 霸凌行為的定義與測量……………………………………………8
第三節 與青少年發生霸凌行為有關的因素………………………………11
第四節 應用於探討霸凌行為之相關理論…………………………………20
第三章 研究方法
第一節 研究架構……………………………………………………………22
第二節 研究樣本……………………………………………………………23
第三節 研究工具……………………………………………………………24
第四節 資料分析……………………………………………………………31
第四章 結果
第一節 研究樣本的特質……………………………………………………32
第二節 研究樣本之霸凌行為及在霸凌事件中之加害行為、受害行為及霸凌角色的分佈…………………………………………………………37
第三節 與研究樣本在霸凌事件中之加害行為及受害行為有關的因素……………………………………………………………………39
第四節 與霸凌事件中歸屬不同霸凌角色有關的因素……………………44

第五章 討論
第一節 青少年在霸凌事件中之加害與受害的情況………………………51
第二節 與青少年在霸凌中之加害行為有關的因素………………………53
第三節 與青少年在霸凌中之受害行為有關的因素………………………57
第四節 與青少年在霸凌中歸屬不同霸凌角色有關的因素………………60
第五節 本研究之限制………………………………………………………65
第六章 結論與建議
第一節 結論…………………………………………………………………66
第二節 建議…………………………………………………………………67
參考文獻
中文部份………………………………………………………………………70
英文部份………………………………………………………………………72
附錄
附錄一 研究樣本霸凌行為與個人、家庭、學校因素的相關
附錄二 CABLE 2004年七年級學生問卷

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