| 摘要: | 本研究之目的在於探討國小高年級學童受霸凌之壓力源知覺、危險因子、保護因子、壓力反應與因應策略的關係及預測作用，最後根據研究結果，對國小高年級學童、學童的家人與教職員提供建議。本研究採用問卷調查法，以台中市國小高年級學童為研究母群，採叢集抽樣方式進行調查，經回收有效問卷共523位。研究使用「基本資料調查表」、「壓力源知覺之評定量表」、「危險因子之評定量表」、「保護因子之評定量表」、「壓力反應之評定量表」、「因應策略之評定量表」等工具，調查所得資料分別以「描述性分析」、「T檢定」、「單因子變異數分析」、「Pearson’s 積差相關」、「逐步多元迴歸分析」以及「淨相關」等方法加以統計分析，研究結果摘要如下：
一、海線地區的國小高年級學童在受霸凌之壓力源知覺高於其他地區的學童。
二、男生在身體傷害方面的壓力源知覺高於女生。
三、在校成績表現較差的國小高年級學童，於心理威脅方面的壓力源知覺高於在校成績表現較佳的國小高年級學童。
四、同儕關係為孤立的國小高年級學童在受霸凌之壓力源知覺為最高，而同儕關係融洽的國小高年級學童在受霸凌之壓力源知覺為最低。
五、台中市國小高年級學童的壓力源知覺與危險因子為正相關；國小高年級學童的壓力源知覺與壓力反應為正相關；國小高年級學童的危險因子與壓力反應為正相關；國小高年級學童的危險因子與消極逃避方面的因應策略為正相關；國小高年級學童的保護因子與主動面對、尋求支持方面的因應策略為正相關；國小高年級學童的壓力反應與因應策略為正相關。
六、台中市國小高年級學童的壓力源知覺與保護因子為負相關；國小高年級學童的保護因子與壓力反應為負相關；國小高年級學童在個人層次上的保護因子與消極逃避方面的因應策略為負相關。
七、台中市國小高年級學童的壓力源知覺、危險因子、保護因子、壓力反應能共同有效預測因應策略。
八、台中市國小高年級學童的壓力源知覺、壓力反應在排除調節變項之後，與因應策略有淨相關。
English Abstract
The purpose of this study is aimed to exploring the correlation among the stressor perception, risk factors, protective factors, stress reactions, and coping strategies of the fifth and the sixth graders under bullying. Finally, based on the conclusion, the specific suggestions will be provided for the students, family members, and teaching staff at school.
The questionnaires were responded by the fifth and the sixth graders in an elementary in Taichung. The cluster sampling was adopted and the total numbers of valid questionnaire were 523. The questionnaire includes personal information, stressor perception rating scale, risk factors rating scale, protective factors rating scale, stress reactions rating scale, and coping strategies rating scale. The data had been processed by a series of statistic methods including descriptive statistics, t-Test, one-way ANOVA, Pearson product-moment correlation, stepwise multiple linear regression analysis, and Partial Correlation. The conclusions drawn from the data research are as follows:
1. The fifth and sixth graders in the costal area have higher stressor perception than those in any other areas.
2. Male students have higher stressor perception of physical harm than female students.
3. The fifth and the sixth graders who have worse academic achievement have higher stressor perception of mental threat than those who have better academic achievement.
4. The fifth and the sixth graders whose peer relationships are not close have higher stressor perception of being bullied than the same generation who have close peer relationship.
5. The correlation between the stressor perception and the risk factors of the fifth and the sixth graders in Taichung city is positive. The correlation between the stressor perception and the stress reactions of the fifth and the sixth graders is also positive. Besides, the correlation between the risk factors and the passive response strategies of the fifth and the sixth graders is positive. The correlation between the protective factors and the response strategies of looking for support actively of the fifth and the sixth graders is positive. The correlation between the stress reactions and the coping strategies of the fifth and the sixth graders is positive.
6. The correlation between the protective factors and the stress reactions of the fifth and the sixth graders is negative. The correlation between the protective factors and the passive response strategies of the fifth and the sixth graders is also negative. In addition, the correlation between protective factors and the passive response strategies of the fifth and the sixth graders is negative.
7. To the fifth and sixth graders in Taichung city, the stressor perception, risk factors, protective factors, and stress reactions can be used to predict coping strategies
8. The stressor perception and protective factors have partial relation with coping strategies after excluding moderator-mediator variables. |
