校園霸凌嚴重性認知的社會學探討

A Sociological Understanding of Crime Seriousness on Campus Bullying

犯罪學在1970年代就曾探討犯罪嚴重性認知問題，乃因其在社會控制行為上的重要性，但學術上仍缺少對新興問題的評量，也未能建立解釋的理論架構，本研究在這背景下出現，以校園霸凌嚴重性認知作為探討議題，並嘗試建立社會學解釋模式研究母體為臺灣國中與高中學生，採小群抽樣取得樣本，樣本數共5,598份。研究發現，暴力威脅的霸凌嚴重性認知程度最高，其次為新興的網路霸凌，以及學生互動產生的關係霸凌，此外，本研究亦發現，霸凌嚴重性認知受到結構性或環境因素影響，包括性別、公私立學校、學校安全環境等再者，霸凌嚴重性認知也和學生的社會化有關，包括個人的態度，價值觀，其中，正向自我、喜歡學校，以及支持學校老師等，都可以有效降低同學霸凌嚴重性的看法。本研究提出強化校園共識與凝聚力，以及強化家庭與學校的社會化功能，作為霸凌防制工作的方向。

The study of crime seriousness became a major research problem in the 1970s due to its significance on human social control behavior. However, the literature is still in need of the studies on the emergent problems, such as campus bullying. Moreover, sociologists are calling for an establishment of a sociological paradigm to examine the complexity of crime seriousness perceptions. This research intends to accomplish the above literature vacuums. Data for analysis are from a large sample of 5,598 who are junior high and senior high students. The research conclude that students perceive the bullying in violent nature to be the most serious. Moreover, students also rank high on the seriousness scale for internet bullying as well as for relational bullying. The research also conclude that the perception of crime seriousness is related to the structure and environmental factors, including gender, private or public school and the degree of safety on campus. In addition, the perception of crime seriousness has to do with one's self concept and attitudes. Particularly, a positive self, the love of campus, and the support of teachers would lower one's perceptions of crime seriousness. Based on the above findings, the paper recommends an effective policy of bullying preventions based on the establishment of an integrated campus and the strengthened functions for families and schools.