臺灣博碩士論文加值系統

本研究旨在修編「中學生校園霸凌量表」之受凌者量表，以探究不同校園霸凌行為對受凌者的傷害程度，並且探究對受凌者具有高頻率且高傷害的校園霸凌行為，以做為優先防治霸凌與輔導介入之參考依據。研究對象包含1611 位高雄市國高中職學生。資料分析先以Rasch 評定量尺模式進行模式-資料適配度檢驗，進行量表刪題，再將受凌頻率和受凌傷害性做交叉分析，找出高頻率且高傷害的校
園霸凌行為。研究結果顯示：(1)本量表經由修編後，適配度良好，可作為構念效度之證據。(2) 在校園內受凌頻率較高的行為，在男生方面，以故意推擠、言語威脅、分組時故意不讓某人加入和手機簡訊威脅為主；在女生方面，以拳打腳踢、言語威脅、分組時故意不讓某人加入和手機簡訊威脅為主。(3)在校園內受凌傷害性最嚴重的
行為，在男生方面，以私下拿財物、說壞話、破壞友誼和網路不雅照片為主；在女生方面，以拳打腳踢、說壞話、破壞友誼和網路散播謠言行為為主。(4)屬於高頻率且高傷害的校園霸凌行為，在男生方面以破壞友誼、私拿財物、破壞物品、說壞話、拳打腳踢和故意不理人為主；女生方面則是以破壞友誼、結合同伴排擠、孤立、私下拿財物、說壞話、網路批評、故意不理人和故意不說話為主。文末，也針對交叉分析之結果，建議校方如何預防與輔導校園霸凌事件。
關鍵字：校園霸凌、Rasch 分析、單向度Rasch 模式分析、DIF

This research aims at revising the Victim Scale of the School Bullying Scales to examine bullying behaviors with high frequency and high severity. Participants were 1611 secondary school students in Kaohsiung. The Rasch Rating Scale Model was employed to analyze the collected data. Results showed that the revised Victim Scale fit well, exhibiting good evidence of the construct validity. Male students considered that victimized behaviors with high frequency and high severity were “friendship being breached,” “belongings being taken
without permission,” “goods being breached,” “being tattled,” “being hit or kicked,” and “being neglected intentionally. Female students revealed different patterns of bullying behavior, while female students regard “friendship being breached,” “being crowded out of a group,” “being isolation,” “belongings being taken without permission,” “being tattled,” “being criticized online,” “being neglected intentionally” and “others kept silent to me on purpose” as victimized behaviors with high frequency and high severity. Finally, the implications for school bullying intervention and prevention were discussed.
Keywords: school bullying, Rasch measurement, multidimensional Rasch analysis, DIF

目 次
第一章 緒論-------------------------------------------------------------------------1
第一節 研究動機與目的----------------------------------------------------------1
第二節 研究範圍與限制----------------------------------------------------------3
第三節 名詞釋義-------------------------------------------------------------------4
第二章 文獻探討-------------------------------------------------------------------5
第一節 校園霸凌定義、類型與頻率-------------------------------------------5
第二節 校園霸凌的傷害性-------------------------------------------------------7
第三節 校園霸凌介入策略-------------------------------------------------------9
第四節 校園霸凌相關評量工具的介紹--------------------------------------11
第三章 研究方法-----------------------------------------------------------------14
第一節 研究對象-----------------------------------------------------------------14
第二節 研究工具-----------------------------------------------------------------15
第三節 資料處理與分析 -------------------------------------------------------18
第四章 研究結果與討論--------------------------------------------------------20
第一節 試題分析與選題--------------------------------------------------------20
第二節 信度分析-----------------------------------------------------------------29
第三節 各種霸凌行為的難度排序和學生潛在特質分析-----------------30
第四節 受凌頻率和受凌傷害性行為之交叉分析--------------------------34
第五章 結論與建議--------------------------------------------------------------37
第一節 研究結論-----------------------------------------------------------------37
第二節 未來研究建議-----------------------------------------------------------42
參考文獻---------------------------------------------------------------------------43
附錄一 修編「中學生校園霸凌量表」之受凌者量表--------------------49
圖 次
圖4-1 男生在受凌頻率部分第13題ICC曲線圖-----------------------------22
圖4-2 女生在受凌頻率部分第3題ICC曲線圖------------------------------26
圖4-3 女生在受凌頻率部分第18題ICC曲線圖-----------------------------27
圖4-4 男、女生在受凌頻率部分的試題難度排序與受凌程度的分佈-32
圖4-5 男、女生在受凌傷害性部分的試題難度排序與受凌程度的分佈-33
圖4-6 受凌女生在「受凌頻率」和「受凌傷害性」之交叉分析圖----35
圖4-7 受凌男生在「受凌頻率」和「受凌傷害性」之交叉分析圖----36

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