父母情感支持、自我效能與學校歸屬感對校園霸凌受害經驗之關聯

本研究探討臺灣中學生霸凌受害經驗的情況與類型，以及嘗試探討學校歸屬感、自我效能、父母情感支持等因素與霸凌受害經驗的關聯性。針對2018國際學生能力評量計劃的臺灣資料，本研究主要分析方法為描述性統計、潛在類別分析與多項邏輯斯迴歸分析。根據學生問卷中關於被霸凌經驗ST038的試題作答反應，運用潛在類別分析分別將學生分為綜合型霸凌（4%）、未受霸凌（81%）、關係言語型霸凌（15%）三組，再以學生自我效能、學校歸屬感與家庭情感支持作為學生被霸凌經驗的主要解釋變項。研究結果顯示，「被其他同學取笑」（22.5%）為最常見的被霸凌經驗，其次為「被其他同學拿走或弄壞我的東西」（16.8%），而九年級學生被霸凌經驗頻率高於十年級學生。霸凌受害經驗越頻繁的學生，似乎在父母情感支持度、學校歸屬感和自我效能上較薄弱；因此建議未來能透過親職教育提升家長對於青少年的校園生活關注，並培養提升青少年自我效能的信念。

關鍵字

校園霸凌；父母情感支持；學校歸屬感；自我效能

並列摘要

The purpose of this research is to explore forms of bullying experienced by Taiwan secondary school students, and their relationship with students' sense of school belonging, self-efficacy, and family emotional support. The data source for this study is from the 2018 Programme for International Student Assessment (PISA)database of Taiwan. The major statistical methods used in this study include descriptive statistical analysis, latent class analysis (LCA) and polytomous Logistic regression analysis. Based on students' responses to the six items in the ST038 scale, LCA was applied to explore the forms of bullying. As a result, three types of bullying were identified, overall-bullying (4%), non-bullying (81%), and non-physical bullying (15%). Following LCA, the form of bullying was regressed on students' sense of school belonging, self-efficacy, and Parents' emotional support in the polytomous Logistic regression analysis. The results of this study indicated that parental support, self-efficacy, and sense of belonging to school are associated with the form of bullying in adolescents. The findings of this study suggested that establishing anti-bullying system may involve not only students themselves but also parents and school system.

並列關鍵字

School bullying ； Parents' emotional support ； Self-efficacy ； Sense of school belonging

參考文獻

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