學生知覺學校支持與學生霸凌行為關係之研究──以臺南市國中為例

The Relationship between Students' Perception of School Supports and Bullying Behaviors in the Junior High School in Tainan City

本研究旨在探討國中學生知覺學校支持（學校行政支持、教師支持、同儕支持）與霸凌行為（肢體霸凌、言語霸凌、關係霸凌、性霸凌、反擊性霸凌、網路霸凌）的關聯，以瞭解國中學生知覺學校支持程度對發生霸凌行為的影響。本研究採用調查研究，以台南市公立五所國中527位國中學生為研究樣本。本研究依據受試者在「學校支持量表」以及「霸凌行為量表」的得分，進行統計分析，並以多元回歸分析探討國中學生知覺學校支持與發生霸凌行為之相關情況。研究結果發現：國中學生知覺學校支持的程度與是否發生霸凌行為、成為霸凌者，具有顯著的低度負相關情況。其中，以學校行政支持對霸凌行為的預測力較大，教師支持次之。本研究最後依據研究結果，提出一些相關建議。

This study investigated the relationship between school supports (school administration supports, teacher supports, peer supports) and bullying behaviors perceived by students in the junior high school. The definition of bullying includes behavior interference emerging from body, language, relationship, sex, counterattack, and internet. The aim of this research is to understand the influence of students' perceived school support on the occurrence of bullying actions. To accomplish this goal, ”school support measurement” and ”bullying behavior measurement” were used. A total of 527 students from 5 public junior high schools in Tainan City were asked to fill out the questionnaires. The scores of the 2 questionnaires were analyzed using multiple regression analysis. The data revealed a significant negative correlation between students' perceived support from the school and the occurrence of bullying behaviors or the possibility of becoming a bully. The school administration support had significant predictability on the occurrence of bullying actions, followed by the teacher support. Based on the results of this study, some suggestions are provided in this thesis.