國校高年級關係霸凌行為與同儕互動相關之研究

Study on Relationship Bully and Peer Interaction among Elementary School Students

邢精霞(Ching-Hsia Hsing)

指導教授 ： 鄭瑞隆

國立中正大學/教育學院/犯罪防治學系/碩士(2012年)

摘要

本研究採用問卷調查法，以嘉義市的國小學童為研究對象。以叢集隨機抽樣的方式進行採樣，共抽取八所小學，每個學校各抽取五、六年級各兩個班，得有效樣本958份。將樣本依照校園關係霸凌情形所扮演的角色分為霸凌者、受凌者、旁觀者三類型兒童。本研究使用「國小生活適應量表」，將所得資料以平均數、標準差、卡方分配、t考驗等統計方法進行分析進行假設考驗。研究結果發現如下：
一、嘉義市國小高年級學童關係霸凌（霸凌者/受凌者/旁觀者）行為現況中，旁觀者之人數比例高於受凌者，而受凌者人數比例高於霸凌者；霸凌者/受凌者的人數多於旁觀者兒童。
二、嘉義市國小高年級學童關係霸凌之霸凌者部分，男生對同學霸凌的人數比例高於女生；而有關關係霸凌之受凌者、旁觀者部分，則女生的人數比例高於男生，且達顯著差異。
三、嘉義市國小高年級學童關係霸凌行為之霸凌者/受凌者/旁觀者，六年級學童的人數比例均高於五年級學童，但僅旁觀者部份達顯著差異。
四、在嘉義市國小高年級學童關係霸凌行為之霸凌者/受凌者/旁觀者與同儕互動得分上，旁觀者在與同儕互動上表現最好，受凌者兒童其次，霸凌者兒童最差，但僅部份達顯著差異。
五、在嘉義市國小高年級學童關係霸凌行為之霸凌者/受凌者/旁觀者與同儕互動的相關中，三種類型在與同儕互動上均呈現顯著的負相關。
最後，根據研究發現及結論，分別對政府教育政策、社會教育、學校及家庭等四方面提出建議，供相關單位及人員參考。

關鍵詞：關係霸凌；霸凌者、受凌者、旁觀者、同儕互動

關鍵字

同儕互動 ； 旁觀者 ； 受凌者 ； 霸凌者 ； 關係霸凌

並列摘要

Study on Relationship Bully and Peer Interaction among Elementary School Students
Abstract
A questionnaire survey was administered in this study and the subjects of the survey were elementary school students from Chiayi City. By clustered random sampling, each two classes in the fifth and sixth grades from eight elementary schools in Chiayi City were invited as the study participants, in which 958 samples were effective. According to the condition of campus relationship bully, the subjects were divided into three different roles which were bully perpetrators, bully victims and bully witnesses. The research tools were the scales of elementary school students’ life adaptation. Data were analyzed by using averages, standard deviation, Chi-square Distribution and t-test. The findings of the research were summarized as follows:
1. According to the condition of the campus relationship bully among elementary senior graders in Chiayi City, the percentage of witnesses was higher than that of the bully victims, which was higher than that of bully perpetrators. Moreover, the number of bully perpetrators and victims was more than that of bully witnesses.
2. As to the bully perpetrators, male students bullied schoolmates more frequently than female ones; to the bully victims and the bully witnesses, female students were bullied more frequently than male ones. It showed significant difference between male and female students.
3. Among the bully perpetrators, bully victims and witnesses in senior graders, the sixth graders bullied more frequently than fifth graders and the frequency reached significant difference. Also, the percentage of these three bully roles showed significant difference between senior graders.
4. As to the peer interaction of these three bully roles, the witnesses performed the best, then the victims. The bully perpetrators were the last. However, these roles showed little difference on peer interaction.
5. As to the correlation between peer interaction and these three roles in senior graders in Chiayi City, it showed significant negative correlation.
Based on these findings, recommendations are proposed for the bureau of education, social education, elementary schools and parents. Hopefully, it will be beneficial to related authorities.

Keywords: Relationship bully, Bully perpetrators,Bully victims，
Bully witnesses, peer interaction

並列關鍵字

Bully witnesses ； Bully victims ； Bully perpetrators ； Relationship bully ； peer interaction

參考文獻

王明傳、雷庚玲(2008)。華人青少年前期兒童之間接攻擊行為的反應評鑑與情緒經驗。中華心理學刊，50卷(1)，71-90。

程景琳(2009)。青少年之關係攻擊與同儕拒絕。教育心理學報，40 (3)，511-528。

劉冠妏（2009）。青少年期遭受隱性攻擊事件的女孩之敘說研究。淡江大學教育心理與諮商研究所碩士論文。

鄧煌發（2010）。管教與霸凌之新思維。師友月刊，515，55-59。

羅品欣（2005）。國小學童家庭結構親子互動關係情緒智力與同儕互動關係之研究。國立台灣師範大學教育心理學報，3，221-240。