高中生同儕依附、霸凌經驗與情緒調節相關之研究

本研究主要目的在研究高中學生同儕依附、霸凌經驗與情緒調節之相關性。採取問卷調查法，以台灣北部地區503名高中（職）學生為研究對象，研究工具包括：個人基本資料、同儕依附量表、霸凌經驗量表與情緒調節量表，所得資料以SPSS20.0統計軟體進行描述性統計、因素分析、信度分析、獨立樣本t檢定、Pearson積差相關與多元迴歸等分析。本研究結果如下：不同背景變項高中學生同儕關係、霸凌經驗與情緒調節有部分顯著差異；同儕關係、霸凌經驗與情緒調節有部分顯著相關；同儕關係、霸凌經驗對情緒調節有部分顯著預測。本研究根據研究結果提出建議，包括高中階段青少年可強化自我價值定位與提升體察霸凌衝擊事件時的反應與習慣使用的情緒調節策略；家長應重視言教及身教，並適時關心子女的校園生活情形；教育工作者應設計人際與情緒探索相關的課程、講座、工作坊與小團體，並瞭解高中學生的人際網絡，之外協助高中學生瞭解依附關係、霸凌行為與探討不同的情緒調節策略，以供學生發展及參考。

Keywords

同儕依附；霸凌經驗；情緒調節；高中學生

Parallel abstracts

The main purposes of this study were to explore the relationships among senior high school students' peer attachment, bullying experience, and emotional regulation. The study was conducted through the survey techniques and participators were 503 students from North District County of Taiwan. The data analysis included descriptive statistics, factor analysis, reliability analysis, t-test, Pearson product-moment correlation, and multi regression analysis of the SPSS 20.0. The research results as the followings: there were partial significant differences among peer attachment, bullying experience, and emotional regulation on different background variables; there was a partial significant correlation among peer attachment, bullying experience, and emotional regulation; there was a partial significant predictive power by peer attachment and bullying experience to emotional regulation. According to the results, the study recommends that student can strengthen their self-worth orientation and enhance their reaction to bullying and emotion regulation strategies used; Parents should pay attention to self-regulation on words and behavior and pay attention to children's campus life; Educators should design courses, workshops and small groups related to interpersonal and emotional exploration, and understand the interpersonal network of high school students. In addition, to help students understand peer attachment, bullying experience, and apply different emotion regulation strategies for their development and reference.