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研究生:張文琪
研究生(外文):Wen-Chi Chang
論文名稱:青少年舉報校園霸凌意願之相關因素探討
論文名稱(外文):Associated Factors of Adolescents’ Willingness to Report School Bullying
指導教授:陳品玲陳品玲引用關係
口試委員:于漱陳富莉
口試日期:2013-06-21
學位類別:碩士
校院名稱:臺北醫學大學
系所名稱:護理學研究所
學門:醫藥衛生學門
學類:護理學類
論文種類:學術論文
論文出版年:2013
畢業學年度:101
語文別:中文
論文頁數:106
中文關鍵詞:青少年舉報校園霸凌內外控人格自尊霸凌道德觀學校氛圍同儕支持
外文關鍵詞:adolescentSchool bullyingreportlocus of controlself-esteemmoral approval of bullyingschool climatepeer support
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本研究旨在探討青少年舉報校園霸凌意願之相關因素,釐清青少年遭遇霸凌向成人舉報之影響因素。採横斷式研究設計,參考現有的校園霸凌量表及人格量表發展結構式問卷。經專家效度及工具信度驗證,以臺灣地區國中及高中職在學青少年為研究對象實施匿名調查,採多階段分層集束取樣,實際抽樣國中、高中職共14所學校,大致平均分布於臺灣北、中、南、東四區,所在地包含都市及鄉村,有效問卷2,676份,回收率99.4%。經文獻探討將影響校園霸凌舉報意願的相關因素分為:個人背景變項、家庭特質、個人人格(內外控人格、自尊、霸凌道德觀)、學校氛圍、知覺同儕支持、校園霸凌經驗、知覺校園霸凌問題及舉報經驗等八類,據以設計結構式問卷。
研究結果顯示近七成青少年曾涉入霸凌或有旁觀霸凌經驗;以霸凌角色分析,曾有旁觀「中立」經驗者最多佔55.7%;其次有施霸者經驗者佔42.8%,有旁觀「參與」經驗者佔38%,有旁觀「正義」經驗佔33.9%,有受害者經驗者佔20.9%。就校園霸凌型態分析,以關係霸凌經驗最多佔65.2%,其次言語霸凌經驗佔60.4%,第三為肢體霸凌經驗佔47.7%,最低為網路霸凌經驗佔38.1%。舉報校園霸凌意願差異分析結果:國中七年級高於其他年級,女生高於男生,家庭特質不同、父母國籍不同者無差異,內控人格傾向者高於外控人格傾向者,曾有施霸者經驗者低於無此經驗者,有旁觀「參與」經驗者低於無此經驗者,無旁觀「中立」經驗者高於有此經驗者,曾有旁觀「正義」經驗者高於無此經驗者,無受害者經驗者高於有霸凌受害者經驗者;肢體、言語、關係、網路等以同一霸凌型態比較,從未涉入者高於曾涉入者。霸凌道德觀、學校氛圍、同儕支持、旁觀「正義」經驗、自尊、知覺校園霸凌問題與舉報霸凌意願呈正相關;旁觀「中立」經驗、施霸者經驗、旁觀「參與」經驗、年齡、肢體霸凌經驗、言語霸凌經驗、關係霸凌經驗、網路霸凌經驗與舉報霸凌意願呈負相關;霸凌受害者經驗與舉報霸凌意願無顯著相關。
研究發現一般青少年舉報校園霸凌意願在可能不舉報到可能會舉報間,對霸凌防制提出建議供教育主管參考:一、發展適齡的「反霸凌教學方案」以教育介入學習防制校園霸凌之生活技能,包含品德教育;人際關係、同理心、自信心;認知霸凌嚴重性,辨識霸凌能力。二、營造友善的學校氛圍,設立學生信任的舉報機制及因應組織。對於未來研究者在測量工具、變項、方法等提出具體建議。
School bullying is a serious problem all over the world also in Taiwan. Bullying occurs where there is no adult supervision. Report to adult is the important key to abort bullying. This study aims to investigate associated factors about adolescents’ willingness to report school bullying.
This is a cross-sectional study design .The subject was Taiwan junior and senior high school students. Actual sample consists of 14 schools distributed in northern, central, southern and eastern parts of Taiwan including urban and rural locations. A total of 2,676 students were selected by Multi-stage stratified cluster sampling with returning ratio of 99.4%. The data was collected through an anonymous self-report. In the literature review, the study suggests eight categories of related factors that adolescents'' willingness to report school bullying: personal background, family traits, individual personality (locus of control, self-esteem, moral approval of bullying), school climate, perceived peer support, school bully experience, perceived problem of bullying at school and reporting experiences.
The results of findings were as followed: More than 70 percentage of adolescents had involved bullying experiences. The prevalence of the five role of bullying experiences: the “Bully bystander: ignore” (55.72%) was the highest among interviewees, followed by “Bully perpetration” (42.79%), “Bully bystander: encourage” (38.04%), “Bully bystander: defend” (33.86%), and the lowest on the chart was “Bully victimization” (20.85%). The prevalence of four types of bullying experiences: the “Social Bully” (65.17%) was the highest among interviewees, followed by “Verbal Bully” (60.43%), “Physical Bully” (47.72%), and the lowest on the chart was “Cyber Bully” (38.12%).
Adolescents’ willingness to report school bullying differences analysis:
There was significant difference in the seventh grade higher than other grade, female students higher than male students, Locus of Control tendencies “Internal” higher than “External”. There was no significant difference in family traits, parents’ race. There was significant difference in with “Bully perpetration” experience lower than no experience, with “Bully bystander: encourage” experience lower than no experience, with “Bully bystander: ignore” experience lower than no experience, with “Bully bystander: defend” experience higher than no experience, with “Bully victimization” experience higher than no experience, Involved with “Physical Bully” , “Verbal Bully”, “Social Bully” , “Cyber Bully” experience higher than uninvolved with same type of bully experience.
Adolescents’ willingness to report school bullying correlation analysis:
There were series of factors significantly positive correlations about willingness to report school bullying. Such as Moral approval of bullying, School climate, Perceived peer support, ”Bystander: defend”, Self-esteem, Perceived problem of bullying at school. There were series of factors significantly negative correlations about willingness to report school bullying. Such as “Bystander: ignore”, “Bully perpetration”, “Bystander: encourage”, age, and “Physical Bully” , “Verbal Bully”, “Social Bully” , “Cyber Bully” experience. There were no significantly correlation between willingness to report school bullying and “Bully victimization”.
The study finds that Adolescents'' general willingness to report bullying waver between probably reporting and probably not reporting. Some suggestions regarding to education authorities on bullying prevention are:
1.Develop age-appropriate "anti-bullying educational programs,"
2.Create a friendly school climate, establish reporting mechanisms trusted by the students.
3.Empower school bullying prevention teams.
4.Encourage parents'' participation in bullying prevention.
致  謝 I
中文摘要 II
英文摘要 IV
本文目錄 VII
圖表目次 IX
附錄目次 X

第一章 緒論 1
第一節 研究動機 1
第二節 研究目的 7
第二章 文獻探討 8
第一節 校園霸凌定義與分類兼論個人背景因素 8
第二節 知覺霸凌與舉報意願 13
第三節 旁觀者行為 16
第四節 學校氛圍 19
第五節 同儕支持 21
第六節 內外控人格、自尊與霸凌道德觀 23
第七節 研究重要性 26
第三章 研究方法 28
第一節 研究設計 28
第二節 研究架構 29
第三節 操作型定義 31
第四節 研究假設 39
第五節 研究對象與抽樣 40
第六節 研究工具 42
第七節 資料收集方法與統計分析 49
第四章 分析與結果 52
第一節 基本屬性、校園霸凌現況與舉報霸凌意願分析 52
第二節 不同基本屬性、家庭特質、內外控人格特質者之 舉報校園霸凌意願差異分析 60
第三節 不同校園霸凌經驗之舉報校園霸凌意願差異分析 63
第四節 校園霸凌經驗、感受學校氛圍、同儕支持、自尊、霸凌道德觀、知覺校園霸凌問題與舉報校園霸凌意願關聯分析 66
第五章 討論 70
第一節 青少年校園霸凌經驗現況討論 70
第二節 研究假設分析討論 73
第六章 結論與建議 84
第一節 結論 84
第二節 建議 90
參考資料 94
中文部分 94
英文部分 99
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