- 學位論文
社會學習與學童網路欺凌行為之關係
Social learning and children’s cyber-bully behavior
摘要
1990年代網路出現後，電腦網路與通訊科技漸普及，使欺凌行為透過這些媒介，更加蔓延。本研究擬以國民小學高年級學生為研究對象，探討犯罪學的社會學習理論應用在國小學童網路欺凌行為之解釋，希望累積學校家長輔導策略之參考。本研究之研究問題如下：一、不同背景變項的國小學童網路欺凌行為的關係為何？二、不同社會學習概念對學童網路欺凌行為的影響為何？三、在控制學童背景變項，不同社會學習概念對學童網路欺凌行為的預測力為何？ 本研究採用自陳調查問卷來取得研究分析資料。樣本對象是1065名國小高年級學生。研究發現學童自陳從事網路欺凌行為比例僅佔有效樣本數（N=1065）的2.9%，又更進一步排除「不會使用網路工具紓發心情者」的部份，其比例實際應該會提高至4.5％。其次，社會學習理論中的四個學習理論概念確實能夠解釋學童網路欺凌行為的發生。進一步分析社會學習理論中的四個概念，其中「模仿」、「差別增強」、「定義」均達到顯著水準，係數最高者為「定義」，表示對學童網路欺凌行為的影響最大。當中也有三個變項，性別、年齡與網路使用的程度也會對於網路欺凌行為有顯著的影響。 本文提出以下預防建議：一、以學校為中心、公共健康模式為基礎的預防體系，將學童網路欺凌行為預防措施分為「初級預防」、「次級預防」及「三級預防」等三個層次。二、以家庭、學校、社區環境為共同夥伴的友善校園環境：建立一套完整的網路反欺凌政策、在課程中融入互相尊重的生命教育議題、同儕充權：同儕的影響和監督以及提升親師生的網路禮儀和網路素養。
並列摘要
Since the appearance of the internet in the 1990s, e-communication technology and the internet have gradually become popularized in Taiwan, across all ages. At the same time, cyber bully behavior has spread via these mediums. The present study aims to explore the cyber-bullying among elementary school students aged 10-12, and takes cyber bully behavior as a social learning process. There are three main research questions in this study: First, how serious and frequent is cyber bullying in this age group? Second, how do the children learn to bully on the internet? Is social learning theory a suitable explanation of children’s cyber bully behavior? By surveying a random sample of 1065 children aged 10-12 in one elementary school in Taipei County, the study found that only 2.9% respondents have committed bully behavior on the internet. Given the fact that some respondents did not have the experience of using internet, the more accurate prevalence of cyber bully among those who have actually often used internet was recalculated as 4.5%. Furthermore, four social learning theory concepts, namely, “imitation”, “differential reinforcement”, “differential association” and “definition”, were tested to explain children’s cyber bully behavior. The result indicated that “definition” is the most significant factor in relation to cyber bully behavior, along with three other important variables gender, age and the time spent on the internet. In other words, male and older children who hold a more favorable attitude to cyber bullying and spend more time on the internet tend to commit more cyber bullying. The study also found that social control theory is less effective in explaining children’s cyber bully behavior than social learning theory in general. Early intervention plans in elementary schools were recommended to prevent the spread of children’s cyber bully behavior.