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研究生:何佩軒
研究生(外文):HE, PEI-HSUAN
論文名稱:國中小學生道德疏離與霸凌及旁觀者行為關係之探討
論文名稱(外文):The Relationship among the Moral Disengagement, Bullying Behavior and Bystander Behavior in the School Context
指導教授:張麗麗張麗麗引用關係
指導教授(外文):CHANG, LI-LI
口試委員:洪嘉欣朱進財
口試委員(外文):HUNG, CHIA-HSINCHU, CHIN-TSAI
口試日期:2020-06-22
學位類別:碩士
校院名稱:國立屏東大學
系所名稱:教育心理與輔導學系碩士班
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2020
畢業學年度:108
語文別:中文
論文頁數:104
中文關鍵詞:道德疏離校園霸凌霸凌旁觀者
外文關鍵詞:moral disengagementschool bullyingbullying bystander
相關次數:
  • 被引用被引用:3
  • 點閱點閱:487
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  • 下載下載:122
  • 收藏至我的研究室書目清單書目收藏:2
  本研究主要探討國小高年級與國中學生在道德疏離機制與霸凌及旁觀者行為間的關係,具體目的包含:(一)國中小學生道德疏離、霸凌行為、旁觀者行為的現況,以及此現況在性別和年級背景變項上的差異;(二)國中小學生道德疏離對霸凌行為及旁觀者行為的相關及解釋力。
  研究者從高雄地區抽取國小五、六及國中一、二、三年級共836名學生,施予「霸凌行為量表」、「學生旁觀者行為量表」、「霸凌中的道德疏離量表」所組成的「學生校園生活經驗調查問卷」,並採用描述性統計、多因子混合設計重複量數變異數分析、皮爾森相關、階層迴歸等統計方式進行分析,發現結果如下:
  (一)「肢體、言語、關係霸凌行為」一個月出現 2~3次以上的比例介於 1.7% ~ 5.1%。
  (二)道德疏離中的道德辯解、文過飾非、優勢比較及責任推託高過使用忽視或扭曲後果、受害者歸因、責任分散策略。其中,在性別與年級上的差異,呈現男性與高年級更常使用道德疏離機制。
  (三)出現言語霸凌的頻率高於關係與肢體霸凌,且與性別、年級有交互作用。
  (四)旁觀者行為使用頻率由高至低依序為:捍衛者、局外者、助長者行為,其中,捍衛者和局外者行為在目睹肢體霸凌時出現的頻率較高;女性捍衛者行為高於男性,局外者及助長者行為則低於男性;局外者行為在小五的出現頻率最低 。
  (五)助長者行為與霸凌行為呈現低度至中度的正相關;道德疏離與霸凌行為具低度正相關;道德疏離與捍衛者行為具低度負相關、與局外者行為則呈現低度正相關、與助長者行為具中度的正相關。
  (六)在考量年級與性別後,道德疏離機制對霸凌與旁觀者行為具 獨特解釋力 。
  最後研究者依據研究結果進行討論,並對學校實務工作者及未來研究提出建議。
  This research study the relationship among the moral disengagement, bullying behavior and bystander behavior in the school context. There are two main purposes of this study: (1) to explore the current status of moral disengagement, bullying behavior and bystander behavior among students in elementary school and junior high school, including the differences in gender and grade backgrounds; (2) to test the hypothesized relationship among moral disengagement, bullying behavior and bystander behavior, including the explanation of moral disengagement on bullying and bystander behavior.
  A sample of 836 students, including 5th and 6th grade students from eight elementary schools and 1st, 2nd, and 3rd grade students from five junior high schools in Kaohsiung City, Taiwan, were selected. Participants were given a "Moral Disengagement in Bullying Scale, a "Bullying Behavior Scale" and a "Student Bystander Behavior Scale"( translated from Thornberg, 2013, 2014). By performing descriptive statistics, mixed design repeated-measures ANOVA, Pearson product-moment correlation, hierarchical regression, six major findings were found.
1. The frequency that bullying behavior occurred 2 to 3 times a month among students was between 1.7% and 5.1%.
2. Results of mixed design repeated-measures ANOVA show that students use moral justification, euphemistic labelling, advantageous comparison and displacement of responsibility are significantly higher than they use diffusion of responsibility, disregard or distortion of consequences and victim attribution. Also, significant gender and grade level differences on students' self-perceived level of moral disengagement were found.
3. The frequency of using verbal bullying is higher than that of relationship bullying and physical bullying. Also, significant gender and grade level differences on students' self-perceived level of bullying behavior were found.
4. The frequency of students taking defender behavior when witnessing bullying is higher than that of outsider/ passive behavior, and that the behavior of outsider/ passive behavior is significantly higher than that of assistor/ reinforcer behavior when witnessing bullying. When witnessing different types of bullying, significant gender and grade level differences on students' self-perceived level of bystander behavior were found.
5. The student' perception of moral disengagement had a significant positive correlation with bullying behaviors, a significant negative correlation with defender behavior, and a significant positive correlation with outsider/ passive and assistor/ reinforcer behavior.
6. After taken into account of the effects of grade and gender, students' moral disengagement can still explain bullying behavior and bystander behavior significantly.
  Finally, discussions regarding the findings of this study and suggestions to practitioners and further research are provided.
誌謝 I
中文摘要 II
Abstract III
目錄 V
表目錄 VII
圖目錄 IX

第一章 緒論 1
 第一節 研究背景與動機 1
 第二節 研究目的與研究問題 4
 第三節 名詞釋義 5
 第四節 研究範圍與限制 6
第二章 文獻探討 7
 第一節 校園霸凌行為 7
 第二節 校園霸凌旁觀者行為 13
 第三節 道德疏離與霸凌 19
 第四節 性別、年齡在霸凌、旁觀者行為及道德疏 24
第三章 研究方法 28
 第一節 研究架構 28
 第二節 研究假設 29
 第三節 研究對象 29
 第四節 研究工具 32
 第五節 研究程序與步驟 35
 第六節 資料分析 37
第四章 研究結果 39
 第一節 道德疏離、霸凌與旁觀者行為之現況 39
 第二節 不同年級與性別之道德疏離、霸凌行為及旁觀者行為之差異分析 47
 第三節 道德疏離、霸凌行為與旁觀者行為間之相關情形 64
 第四節 考量年級與性別後之道德疏離對其霸凌行為及旁觀者行為的解釋力分析 70
第五章 結論、討論與建議 81
 第一節 研究發現與結論 81
 第二節 綜合討論 83
 第三節 建議 85
參考文獻 88
 一、中文部分 88
 二、英文部分 90
附 錄 95
 附錄一:研究工具 95
 附錄二:正式施測學校、班級數及人數一覽表 102
 附錄三:研究工具同意使用證明 103
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