社會關懷與霸凌旁觀經驗對親社會旁觀者因應行為影響之研究

Influences of Social Concern and Bullying Bystanders' Experiences on Prosocial Bystanders' Behaviors

有鑒於我國高中（職）校園霸凌依然頻傳且存在諸多黑數，本研究以臺灣高雄地區的高中（職）學生為研究對象，探討學生是否會受到社會關懷特性與霸凌旁觀經驗兩變項影響其採取親社會旁觀者因應行為以協助受凌同學。
本研究自高雄市高中（職）學校中抽取1,100名學生為對象，在社會關懷理論與旁觀者效應為架構下，研究發現我國高中（職）學生霸凌旁觀經驗集中於言語霸凌與關係霸凌；經多變量分析發現，性別、家庭氣氛及父母婚姻狀況為影響旁觀言語霸凌和關係霸凌時親社會旁觀者傾向的重要因子，而學生的社會關懷特性、霸凌旁觀經驗與親社會旁觀者因應行為存在顯著相關及影響，驗證社會關懷理論主張群體具有獎勵親社會行為之傾向。
本研究根據前列結論具體轉化為家庭、學校老師以及教育主管機關等三面向之校園霸凌防制對策，包含建議家庭重視親子情感交流、老師教導學生識別及管理情緒調節、教育主管機關參酌合作學習、社會情感學習、社交情感與道德學習等教育理念，提供往後研究及相關單位作為參考。

There has been high frequency of bullying happened at the general and vocational high schools of Taiwan and existence of a lot of undisclosed data. Therefore, the research takes the students of the general and vocational high schools in Kaohsiung City, Taiwan as targets, and further explores whether the students of these general and vocational high schools are affected by social concern characteristics and bullying bystanders' experiences, which adapt prosocial bystander behavior to assist the bullied classmates.
This research selected 1,100 students from general and vocational high schools in Kaohsiung City. In addition, The research takes the social concern theory of Agnew (2014) as well as the bystander effect of Darley and Latané(1968) as a framework. In research finding, among the experiences of bullying bystanders in general and vocational high schools are verbal bullying and relational bullying. Through multivariate statistical analysis, the research discovers that gender, family atmosphere and parents’marital status are the main factors affecting prosocial bystanders’inclination in times of looking on verbal bullying and relational bullying. And there’s a strong correlation between social concern, bullying bystanders' experiences and prosocial bystander’s behaviors among general and vocational high school student. It’s proved that social concern theory advocates groups tend to reward prosocial behavior.
Based on the research finding, family, teacher, and education administration authority are the three dimensions of school bullying countermeasures. These countermeasures cover: giving suggestions to families to attach high importance to parent-child emotional communication, asking teachers to teach students to discern and manage emotional regulation, and requesting educational institutions to refer to Cooperative Learning, Social Emotional Learning (SEL), Social Emotional and Ethical Learning (SEE Learning). At last, provide a reference for future studies and a consultative opinion for coherent units.