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研究生:蕭少禾
研究生(外文):Hsiao,Shao-Ho
論文名稱:國中體育班在霸凌行為之認知差異:中立化理論觀點
論文名稱(外文):Cognitive Differences towards Bullying Behavior in Junior High School Physical Education Class-From the Perspective of Neutralization Theory
指導教授:周建智周建智引用關係
指導教授(外文):Chou‚Chien-Chih
口試日期:2015-06-17
學位類別:碩士
校院名稱:臺北市立大學
系所名稱:運動教育研究所
學門:教育學門
學類:專業科目教育學類
論文種類:學術論文
論文出版年:2017
畢業學年度:105
語文別:中文
論文頁數:97
中文關鍵詞:體育班偏差行為班級情境中立化技巧
外文關鍵詞:physical education classdeviant behaviorclassroom contextTechniques of Neutralization
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目的:本研究目的在探討中立化技巧偏好是否為班級情境知覺與霸凌行為認知的中介變項。方法:本研究以國中體育班以及一般班為研究對象,共發出問卷400份,實際回收374份,有效問卷351份。藉由路徑分析法探討中介變項之效果。結果:1. 體育班在班級認同感高於一般班,並達顯著差異。2. 體育班在霸凌認知行為低於一般班,並達到顯著差異。3. 班級認同感愈高,霸凌行為認知就會愈低,就愈容易發生霸凌行為。4. 中立化理論並非成為霸凌行為認知之中介變項而是調節變項。結論:本研究資料結果可讓體育教師、學生以及教練了解可能會產生的問題,提供建議給相關單位以及有體育班學校做為參考,避免體育班學生為追求成績對霸凌的認知而有所偏差。
Purpose: The purpose of this study was to explore whether or not neutralization skill was a mediating variable for perceived bullying behavior in classroom contexts. Method: With a junior high school athlete specialist class and a general class as research participants, 400 questionnaire copies were distributed. Among them, 374 questionnaires were administrated, and 351 questionnaires were valid questionnaires. Through the path analysis method, the effect of the mediating variable was explored. Results: 1. The athlete specialist class showed higher identity than the general class, reaching significant difference; 2. The athlete specialist class’s perceived bullying behavior was lower than that of the general class, also reaching significant difference; The higher the class identity, the lower the perceived bullying behavior, thus leading to higher susceptibility to bullying behavior; 4. The neutralization theory is not a mediating variable but a moderator variable. Conclusion: The results in this study will allow physical education teachers, students, and coaches to gain an insight into problems that will possibly arise. Recommendations were proposed to serve as a reference for relevant units and schools with athlete specialist classes in order to prevent deviant bullying behavior due to student athletes’ need to pursue achievement.
目錄

學位論文授權書………………………………………………. ii
學位考試審定書………………………………………………. iii
中文摘要………………………………………………………. iv
英文摘要………………………………………………………. v
謝誌……………………………………………………………. vii
目錄……………………………………………………………... viii

表目錄…………………………………………………………… xi
圖目錄…………………………………………………………… xiii

第壹章 緒論…………………………………………………….. 1
第一節 研究背景………………………………………… 1
第二節 研究目的………………………………………… 5
第三節 研究假設………………………………………… 5
第四節 研究範圍與限制………………………………… 5
第五節 名詞解釋………………………………………… 7
第六節 研究重要性……………………………………… 9

第貳章 文獻探討………………………………………………...
10
第一節 環境對霸凌之影響……………………………… 10
第二節 霸凌定義與類型………………………………… 13
第三節 被霸凌之影響…………………………………… 22
第四節 中立化相關理論…………………………………. 25
第五節 中立化技巧應用………………………………… 28
第六節 情境對中立化技巧之影響……………………… 33
第七節 體育班與一般班級之差異……………………… 37
第第參章 研究方法……………………………………………….. 41
第一節 研究架構………………………………………… 41
第二節 研究流程………………………………………… 42
第三節 研究對象………………………………………… 44
第四節 研究工具………………………………………… 45
第五節 資料分析………………………………………… 51
第肆章 結果與討論……………………………………………. 52
第一節 班級在班級認同感與中立化以及霸凌認知之差
異………………………………………………… 52
第二節 班級認同感與中立化技巧以及霸凌行為認知之
關係……………………………………………… 57
第伍章 結論與建議…………………………………………… 75
第一節 結論……………………………………………… 75
第二節 建議……………………………………………… 76
參考文獻…………………………………………………………
79
一、中文部分……………………………………………… 79
二、英文部分……………………………………………… 81
附錄………………………………………………………………. 90
附錄一 霸凌行為認知問卷………………………………. 90
附錄二 中立化技巧問卷….……………………………… 93
附錄三 班級認同感問卷………..………………………… 97


表目錄

表 3-1 各學校級別樣本數統計表……………………………… 44
表 3-2 霸凌行為認知題型……………………………………… 46
表 3-3 專家效度學者簡表………………………………………. 47
表 3-4 中立化技巧問卷題型表…………………………………. 49
表 3-5 班級認同感題型表………………………………………. 50
表 4-1 班級認同感差異分析表....…. …………………………… 53
表 4-2 中立化技巧差異分析表……………………..…………… 54
表 4-3 中立化技巧交叉分析表………………………………….. 55
表 4-4 霸凌行為認知分析表…………………………………… 56
表 4-5 班級認同感及中立化技巧與霸凌行為認知整體相關分
析表……………………………………………………… 58
表 4-6 不同中立化技巧下班級認同感與霸凌行為認知相關分
析表……………………………………………………… 60
表 4-7 不同中立化技巧與霸凌行為認知分析表……………… 61
表 4-8 一般班在班級認同感、中立化技巧與霸凌行為認知相關
表…………………………………………………………. 64

表 4-9 體育班在班級情境知覺、中立化技巧與霸凌行為認知相
表…………………………………………………………. 65
表 4-10 一般班在不同中立化技巧下班級認同感與霸凌行為認
知表……………………………………………………... 66
表 4-11 體育班在不同中立化技巧下班級認同感與霸凌行為認
知表…………………………………………………….. 67
表 4-12 一般班在不同中立化技巧與霸凌行為認知分析表…… 69
表 4-13 體育班在不同中立化技巧與霸凌行為認知的差異分析
表………………………………………………………... 73


圖目錄

圖 3-1 研究架構圖…………………………………………… 41
圖 3-2 研究流程圖…………………………………………… 43
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盧俊宏 (2003)。運動心理學。臺北市:師苑。
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
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蘇曉倩 (2003)。身體與教育 : 以日治時期台灣實業學校的身體規
訓為例 (1919-1945) (未出版之碩士論文)。國立暨南國際
大學,南投縣。

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