雲林縣國小高年級學童之性別角色、班級歸屬感與霸凌行為之相關研究

The Study of Bullying Behaviors Related to Gender Roles and The Sense of Belonging to Class of The High Graders at Elementary Schools in Yunlin County.

吳建鋒(Wu, ChienFeng)

指導教授 ： 洪志成

國立中正大學/教育學院/教育學研究所/碩士(2013年)

摘要

近年來關於霸凌的研究多偏向學校適應、家庭功能及人格特質之研究，較少同時探究性別角色及班級歸屬感對霸凌行為的影響。本研究旨在探討高年級學童之性別角色類型、性別角色特質及班級歸屬感對霸凌行為之影響。本研究採用調查研究，以雲林縣12所小學51個班級之1303名高年級學童為研究樣本，並進行逐步多元迴歸等統計分析。本研究之發現如下：
一、性別與性別角色類型在霸凌同學行為及被霸凌經驗上沒有交互作用。
二、男童在各種霸凌同學行為及被霸凌經驗上均高於女童。
三、男性化及未分化類型之霸凌同學行為明顯高於雙性化及女性化類型。
四、性別角色特質上，獨立自信之男性特質與大部份霸凌同學行為有負相關，勇敢支配之男性特質與少部份霸凌同學行為有正相關；而女性特質
（包括溫暖柔順特質及感情細膩特質）則與大部份霸凌同學行為有負相關。
五、性別角色特質與班級歸屬感對霸凌同學行為具有預測力（整體解釋量最高可達16.3%），主要的預測變項為男性特質之勇敢支配、環境投
入、師生互動、女性特質之溫暖柔順及同儕相處，其中以男性特質之勇敢支配之預測力最高。
六、性別角色特質與班級歸屬感對被霸凌經驗具有預測力（整體解釋量最高可達7.7%），主要的預測變項為同儕相處、女性特質之感情細膩、
師生互動及男性特質之勇敢支配，其中以同儕相處變項之預測力最高。
最後，根據研究結果提出建議，以供社會、學校、家庭教育及未來研究之參考。

關鍵字

班級歸屬感 ； 性別角色 ； 霸凌行為

並列摘要

In recent years, the relevant researches on bullying mainly focused on the school adjustment, family function and personality traits ,but seldom discussed the influence of the gender roles and the sense of belonging to class on bullying. This study investigated the influence of students’ sex typing, gender traits and the sense of belonging to class on the bullying actions. In order to accomplish this goal, a questionnaire survey was used. Total of 1303 students from 12 public elementary schools in Yunlin County were asked to complete the surveys. The responses were then analized by multiple regressions. The main findings were as below:

1. There is no interaction about gender and sex typings on bullying behaviors and suffering bullying
experience.
2. Boys face more situations than girls on bullying behaviors and suffering bullying experience.
3. ”masculine” and “undifferentiated” have more bullying behaviors than “androgynous” and “feminine”.
4. In gender traits, “Independent self-confident masculinity” have a significant negative correlation with
most of bullying behaviors. ” brave disposable masculinity” have a significant positive correlation with a
small part of bullying behaviors. Femininity including “warm tender femininity” and “emotional sensitive
femininity” have a significant negative correlation with most of bullying behaviors.
5. There is significant predictability of gender traits and the sense of belonging to class on bullying
behaviors. The predictive power is approximately 16.3%. Among the five variables that predict bullying
behaviors, ” brave disposable masculinity” demonstrating the highest predictability, followed by “Invest
in the environment”, “teacher-student interaction”, “warm tender femininity” and ”Getting along with
peer”.
6. There is significant predictability of gender traits and the sense of belonging to class on suffering
bullying experience. The predictive power is approximately 7.0%. Among the variables that predict
suffering bullying experience, ”Getting along with peer” demonstrates the main predictability. In relaxed
definition, “emotional sensitive femininity”, “teacher-student interaction” ,and ”brave disposable
masculinity” can also predict suffering bullying experience.

At the end, some suggestions provided in this thesis ,based on the results of this study, can be references to school teachers, parents and subsequent researches.

並列關鍵字

the sense of belonging to class ； gender role ； bullying behaviors

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