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研究生:王俞文
研究生(外文):Wang Yu Wen
論文名稱:國小校園安全氣氛、社會支持與高年級學生霸凌受害經驗之相關研究
論文名稱(外文):A Study of the Relationships among School Safety Climate, Social Support and Bullying for Senior Students of Elementary Schools
指導教授:李金泉李金泉引用關係
學位類別:碩士
校院名稱:南台科技大學
系所名稱:人力資源管理研究所
學門:商業及管理學門
學類:其他商業及管理學類
論文種類:學術論文
論文出版年:2010
畢業學年度:98
語文別:中文
論文頁數:178
中文關鍵詞:國小高年級學生校園安全氣氛社會支持霸凌受害經驗
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本研究之目的有二,其一旨在瞭解國小高年級學生霸凌受害現況、學生未能主動向師長報告霸凌事件的原因,及以學生的觀點,建議學校最有效的處理方式;其二,則是探討國小校園安全氣氛、社會支持與霸凌受害經驗的關係,及其對霸凌受害的預測作用。經由相關文獻探討形成研究架構,並發展出「校園安全氣氛量表」、「霸凌受害經驗量表」等問卷進行施測。
本研究以彰化縣國民小學高年級學生為母群體,採分層立意抽樣方式,抽出670位國小高年級學生進行問卷調查,回收有效問卷644份,有效回收率為96.12%。所得之資料以描述性統計、 t 考驗、單因子變異數分析、三因子變異數分析、相關分析、逐步多元迴歸分析等方法進行處理與分析後,提出研究結論與建議。本研究之重要發現如下:
一、在目前國小高年級學生霸凌受害經驗中,「言語霸凌」最普遍,尤其「言語嘲笑」、「亂取綽號」最為常見。
二、在成績表現乙(79分以下)的學生中,六年級男生霸凌受害經驗明顯高於女生。
三、在成績表現乙的學生中,男生在六年級的霸凌受害經驗明顯高於五年級。
四、在六年級學生中,成績表現乙的男生霸凌受害經驗明顯高於成績表現優(90分以上)及甲(80-89分)的學生。
五、國小高年級學生未主動向師長報告霸凌之因,在不想被認為是「告密者」,其次則擔心報告後影響自身安全。
六、國小高年級學生認為學校積極面對、教師課堂分享與討論,對霸凌的預防有相當的助益。
七、校園安全氣氛與學生霸凌受害經驗呈現負相關。
八、社會支持與學生霸凌受害經驗呈現負相關。
九、個人背景變項(年級、性別)對學生霸凌受害經驗具有預測作用。
十、校園安全氣氛對學生霸凌受害經驗具有預測作用。
十一、社會支持對學生霸凌受害經驗具有預測作用。
根據研究結果,提出建議以供學校、老師、學生、家長及後續相關研究之參考。
關鍵詞:國小高年級學生、校園安全氣氛、社會支持、霸凌受害經驗
The purposes of this study were two, one was to realize bullying situation for senior students of elementary school, the reason why students were not willing to report to teachers that they were being bullied, and based on students’ opinions, the most effective handling ways were proposed for school administrators. The other purpose aimed to explore the relationship among school safety climate, social support and bullying for senior students of elementary school, then researched into predicted effect of bullying. By literature review to form research framework, this study developed questionnaires of School Safety Climate Scale and Bullied Scale to conduct the survey.
This study took senior students of elementary school in Chang Hua Country as the population, 670 students were invited to fill out the questionnaire, by stratified purposive sampling. There were 644 valid samples and the returned rate was 96.12%. The conclusions and suggestions were conducted and analyzed by descriptive statistics analysis, t-test, one-way ANOVA, three-way ANOVA, correlation analysis and stepwise multiple regression analysis.
The main findings of this study were as follows.
1. Verbal bullying was the commonest experience of being bullied, harmful ridicule and carelessly call nickname especially, for senior students of elementary school.
2. Among students who got C’s (70-79 marks), sixth grade boys obviously had more experience of being bullied than those of girls.
3. It’s clear that more experience of being bullied happened to sixth grade than fifth grade among boys who got C’s.
4. Among sixth grade boys, those who got C’s have more experience of being bullied than others who got A’s (above 90 marks) and B’s (80-89 marks).
5. The reason why senior students of elementary school wouldn’t like to tell teachers about bullying actively was to prevent from being taken as informers. The secondary reason was to worry about endanger the personal safety.
6. Senior students of elementary school considered that teachers and school administrators should deal with bullying problems and teachers could have classes in discussing and sharing about bullying with students. That would increase benefit for bullying prevention.
7. A negative correlation was found bwtween school safety climate and students’ experience of being bullied.
8. A negative correlation was also found bwtween social support and students’ experience of being bullied.
9. There was predicted effect of indivisual background, include grade and gender, with students’ experience of being bullied.
10. It also showed predicted effect of school safety climate with students’ experience of being bullied.
11. It showed predicted effect of social support with students’ experience of being bullied as well.
Finally, according to the above findings, some suggestions were provided for school adminstrators, teacher, parents, and related further researches on bullying issues.
Key words: senior students of elementary school; school safety climate; social support; experience of being bullied
摘 要 I
Abstract II
謝 誌 III
目 次 IV
表目錄 VI
圖目錄 IX
第一章 緒 論 1
第一節 研究背景與動機 1
第二節 研究目的 5
第三節 研究問題 5
第四節 名詞釋義 6
第五節 研究方法與流程 8
第六節 研究範圍與限制 10
第二章 文獻探討 11
第一節 校園安全氣氛及其相關研究 11
第二節 社會支持及其相關研究 24
第三節 霸凌受害經驗及其相關研究 31
第四節 校園安全氣氛、社會支持與霸凌受害經驗之 相關研究 49
第三章 研究方法 53
第一節 研究架構 53
第二節 研究假設 55
第三節 研究對象 57
第四節 研究工具 59
第五節 資料分析方法 74
第四章 結果與討論 76
第一節 研究樣本之描述性分析 76
第二節 個人背景變項對校園安全氣氛、社會支持與霸凌受害經驗之差異分析 92
第三節 校園安全氣氛、社會支持與霸凌受害經驗之相關分析 120
第四節 校園安全氣氛、社會支持、個人背景變項對霸凌受害經驗之逐步多元迴歸分析 125
第五章 結論與建議 133
第一節 研究結論 133
第二節 研究建議 138
參考文獻 144
附錄一:問卷審查專家名單 158
附錄二:預試問卷 159
附錄三:正式問卷 164
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