台灣國中生班級社會網絡指標及位置與被霸凌經驗之關係

Effects of social network indicators and positions in class on bullied experiences among junior high school students in Taiwan

目標：了解台灣國中生被凌經驗之分佈，並探討其於班級內的社會網絡指標及位置與被凌經驗之關係。方法：使用國科會計畫「台灣國中生欺凌行為的類型與角色及其與健康的關係」之部分資料進行分析。樣本自北中南東各隨機抽出五所國中，於7～9年級各隨機抽出兩班，有效樣本共2,474人。社會網絡位置採提名法，每人提名至多3位同學，以UCINET軟體進行社會網絡分析，依據被提名總數（向內中心性）及提名他人總數（向外中心性），將研究樣本分類於身處班級內不同之社會網絡位置，共分為孤鳥型、一廂情願型、自我孤立者、小團體成員、大團體成員等五類。被凌經驗分為肢體式、口語式及關係式被凌，應用SAS軟體進行邏輯斯迴歸分析，探討班級社會網絡指標及位置與被凌經驗的關係。結果：男生、向內中心性較低者及一廂情願型的學生較常肢體／口語式被凌；女生較易關係式被凌；孤鳥型易肢體／關係式被凌；小團體成員則較少關係式被凌。結論：不同社會網絡位置與學生被凌經驗有關，建議可觀察其所屬社會網絡位置，及早偵測學生被凌情形以預防被凌後產生之負向影響。

Objectives: The purpose of this study was to realize the rate of being bullied among junior high school students in Taiwan and to investigate the effect of social network indicators and positions on bullied experiences. Methods: Part of the data from the National Science Council research project 'The relationship of health and characters of Taiwan junior high school students in School violence' was obtained in this study for analysis purpose. The sample involved 2,474 seventh to ninth graders in northern, central, southern and eastern Taiwan via stratified, multistage, random cluster sampling. UCINET software was utilized to generate the social network indicators. Social network positions were obtained using peer nomination (nominated up to three classmates). The sample was classified into the isolates, sources, sinks, clique members and liaisons based on the numbers of indegree and outdegree. Bullied behaviors could be classified into three types as the physical, verbal and relational. Logistic regression models were analyzed by SAS software. Results: Boys of lower indegree and source were more likely to be physical/verbal bullied (compared to girls of outdegree and clique members, respectively); girls were more likely to be relationally bullied than boys; isolated students was associated with the experience of physical/ relational bullied; and liaisons were more likely to be relationally bullied. Conclusions: Social network positions were significantly associated with bullied experiences. Teachers and school facilitators should recognize the association in advance for school bullying prevention.