本研究主要探討新北市國中生自我概念、同儕互動與霸凌行為意向之相關研究，研究目的希望研究結果能提供老師著重並強化國中生自我概念的發展，營造和諧同儕關係及降低其同儕關係的緊張，進而協助解決問題，以及研究者參考的方向。本研究採用問卷調查法進行研究資料蒐集，以立意抽取3所公立國中的七、八、九年級，到班採用團體施測方式，最後3所學校共有13班的國中學生參與施測，共發出370份問卷，回收361份，回收率97%。有效問卷361份，有效回答率100%。依問卷調查分別以以「描述性統計」、「t考驗」、「單因子考驗」、「皮爾遜績差相關」、「正典相關」、「多元逐步回歸分析」等方法進行分析與驗證，本研究結果如下：
一、國中學生在自我概念「生理我」、同儕互動「攻擊性」、「被排斥」及霸凌行為意向有性別差異存在。進一步分析發現國中男生在「生理我」、「攻擊性」、「被排斥」、霸凌行為意向量表得分高於國中女生；國中女生在「利社會行為」得分高於男生。
二、國中學生在自我概念「生理我」有年級上差異，進一步分析發現國中生在八年級對生理我概念高於九年級學生是否因為這樣的關聯性，故九年級對生理我的得分就較低。
三、國中學生發現自我概念「生理我」、「能力我」、「情緒我」、「學校我」對同儕互動「攻擊性」、「退縮」、「被排斥」及霸凌行為意向皆有負相關存在，表示自我概念在生理我、能力我、情緒我、學校我越高時對於同儕互動的攻擊性、退縮行為、被排斥及霸凌行為意向會越低。其自我概念所有變項對同儕互動「利社會行為」皆有正相關，其表示自我覺知越高時對利社會行為越高；同儕互動「利社會行為」對霸凌行為意向為負相關，表示當利社會行為越高時對霸凌的行為則越低，而在同儕互動中其他各項度皆與霸凌行為意向為正相關。進一步分析自我概念與同儕互動之正典相關發現，第一組典型相關係數ρ=.740（P=.000<.001）達顯著，換言之國中生在學校我、能力我、生理我越高時，則其利社會行為越高，被排斥及退縮行為越低。第二組典型相關係數ρ=.424（P=.000<.001）達顯著，換言之在國中生能力我越低、家庭我與情緒我越高，則其在退縮行為、被排斥、利社會行為也越低。
四、自我概念和同儕互動分析顯示攻擊性、利社會行為、家庭我可預測霸凌行為意向，結果指出攻擊性越高霸凌行為意向越高，利社會行為越高霸凌行為傾向越低，家庭我概念越低霸凌行為意向越高，其中最主要的影響霸凌行為是以同儕互動的攻擊性單一變項就可解釋42.6%變異數。
This study mainly explores the association of self- concept, peer interaction and bullying intention with secondary school students in New Taipei City. The goal of this study expects to understand the relationship among these variables in order to improve bullying behavior with secondary school students and also provide the focus of the further studies. This study adopts questionnaire survey to collect data by means of on purpose sampling with 13 classes from three secondary schools. The total subjects are 361 students with 97% return raten from 370 copies of questionnaire. The study uses descriptive statistics, t test, one way between Analysis of variance, Pearson correlation, Canonical correlation and stepwise regression to test the hypotheses drawn. The findings are as followed:
1. There exists sex difference in “physical self” of self- concept variable, ‘aggression” and “being excluded” of peer interaction variable and bullying intention variable. Male students have higher score than female students in “physical self”, “aggression”, “being excluded” and “bullying intention”. However, female students have higher score than male students in “pro-social behavior”.
2. There exists age difference in “physical self” of self-concept variable. The eighth grade students have higher score than the ninth grade students in “physical self”.
3. There is negative Pearson correlation existed among self-concept variable （“physical self”, “ability self”, “emotional self” and “school self”）, peer interaction variable （“aggression”, “withdrawal” and “being excluded） and bullying intention. Also, there are two Canonical correlation coefficencies existed between self-concept variable and peer interaction variable.
4. The stepwise regression used to prediction finds “aggression” is the best variable to predict bullying intention with 42.6% variance explained.
