| 摘要: | 本研究旨在探討新北市新莊區在學國中生個人特質、學校生活、家庭生活與受霸凌行為之相關；並進一步探討這些變項對於受校園霸凌行為的預測作用。目的藉瞭解霸凌行為的原因才能夠去遏止霸凌行為，使學生們在學校能夠安全的學習與成長。
本研究係採問卷調查法，以新北市新莊區在學國中生為研究對象，共抽取3所學校18個班，獲得有效樣本477份，運用「新北市國民中學學生生活經驗問卷量表」為研究工具，並以描述性統計、信度分析、次數分配、百分比與K-S檢定、單因子變異數分析、皮爾積差相關分析及逐步迴歸等方法進行探究，茲將研究說明如下:
一、新北市新莊區在學國中生霸凌現況，最常發生的霸凌行為是言語霸凌、最少發生的是性霸凌。
二、受訪的在學國中生霸凌被害經驗之肢體霸凌以「我有被人推、踢、撞、抓、捏過(任一種)甚而打傷」為最高；而以「我有被別人惡作劇(拉開椅子而坐不到、伸出腳來絆倒我等」為最低。再者，言語霸凌以「我有被別人以髒話或其他字眼的言詞來罵我」為最高；而以「我在分組活動或遊戲時，有被故意冷落或不跟我說話的情形」為最低。其次，關係霸凌以「我有被人找麻煩」為最高；以「我有被人勒索(以強迫方式借錢或取財」為最低。至於性霸凌以「我有被別人性騷擾(吃豆腐行為、摸胸部或私處或講黃色笑話」為最高；而以「我有被別人說過飛機場等話語」為最低。
三、研究對象中男生、體型矮瘦型者受霸凌經驗較多；學業成績越低者，受霸凌經驗越少；學校生活與受凌經驗之關聯度最高，對學校規定、師生互動關係及同儕關係越正向的學生受凌經驗越少；而家庭生活與受凌經驗關聯度最低。
四、研究對象個人特質之背景變項、學校生活、家庭生活可以有效預測其受霸凌經驗，並可解釋其總變異量之15.3％，其中以個人特質、性別、體型、學校規定、師生互動關係與同儕互動關係為主要預測變項，並以學校規定的預測力最大。研究結果顯示，男生、體型矮瘦者受凌經驗越多、而對學校規定、同儕關係越正向者受凌經驗越少。
五、受霸凌經驗在學國中生以單親家庭之家庭結構及中低社經地位為多。
This study aimed to investigate the Xinzhuang District, New Taipei City school students in the country in personal background, life, family life associated with bullying behavior by the school; and to further explore the role of these variables for predicting bullying behavior. The purpose of bullying behavior by understanding the reasons will be able to curb bullying behavior, so that students can learn and grow in a safe school.
The research utilized questionnaires to Xinzhuang District, New Taipei City school students in the country for the study, collected a total of three school 18 classes, obtaining 477 valid samples, the use of the "New Taipei City junior high school students' experience of Life Questionnaire Scale" as a research tool, and descriptive statistics, reliability analysis, independent samples T-test, one-way ANOVA, Pierre Pearson correlation analysis and stepwise regression methods to explore, research described below are as follows:
First, Xinzhuang District, New Taipei City in the status of school students bullying country, bullying occurs most often verbal bullying at least sexual bullying occurs.
Second, by type of bullying behavior in the study of "I have to be someone with bad language, or other words words to scold me," "I have been provoked (with words or actions to make me angry, sad)" and other words of Pa Ling was the most severe, followed by "I have been pushing people, kicked, hit, catch, pinch off (either) even wounded", "I have been thrown into the body with the goods," such as the type of physical bullying, while "I have been looking for trouble, "" I have been blackmailed (to force way to borrow money or take money, "the most rare.
Third, the study subjects boys, body type Aishou more bullying by those who experience; lower academic who experience less affected by bullying; highest correlation school life and experience by Ling, school regulations, teacher-student interaction the more positive relationship between students and peer relationships experienced by fewer Ling; while family life and experiences related by Ling lowest.
Fourth, the personal traits of the study background variables, school life, family life can effectively predict bullied experience, and explained 15.3％ of the total variance, with sex, stature, personal qualities, school rules, teachers and students interaction between peer interaction and relationships as the main predictor variable, and the school provides the greatest predictive power. The results showed that boys were affected more stature Aishou Ling experience, and the school provides more positive peer relationships were less affected by Ling experience.
Five, by the experience of bullying at school junior high school students to the structure of single-parent families and families of low socioeconomic status as much.
Finally, according to the findings for individuals, schools, tutors and subsequent research, made a number of recommendations to serve as a reference for future bullying prevention and counseling. |
