國中生社會目標對攻擊行為的影響：檢視班級氣氛與性別之調節角色

How Social Goals Predict Aggressive Behavior of Junior High School Students: Examining the Moderating Roles of Classroom Climate and Gender

本研究旨在探討國中生的社會目標對於攻擊行為的影響，並進一步檢視班級氣氛及性別在社會目標對攻擊行為間的調節作用。本研究使用便利取樣，研究參與者為261位國中學生。研究工具使用「社會目標量表」、「班級同儕脈絡問卷」、「攻擊行為量表」。本研究以多元迴歸進行資料分析，獲得下述研究結果：在支配目標方面，低正向和高衝突的班級氣氛下，高支配目標的男生出現較高程度的外顯攻擊；在高自在的班級氣氛下，高支配目標的男、女生皆出現較高程度的外顯攻擊。在親密目標方面，高自在的班級氣氛下，高親密目標的女生會出現較高程度的關係攻擊。在受歡迎目標方面，高衝突的班級氣氛下，高受歡迎目標的男生會出現較高程度的外顯攻擊。本研究結果顯示，教育現場的教師若能了解學生的人際互動目標並營造正向的同儕互動氛圍將有助於減少校園中的攻擊行為。

This study aimed to examine the associations between social goals and aggressive behavior in middle school students and whether classroom climate and gender moderate the relationship between social goals and aggressive behavior. The participants were recruited from 11 classes in a middle school in Taipei, with a total of 261 students, including 133 boys and 128 girls (average age 14.64 years old). The measurement tools used in this study were the Chinese version of the 'Social Goal Questionnaire' (including dominance, intimacy, and popular goals), 'Classroom Peer Context Questionnaire' (including comfort, cooperation, cohesion, conflict, and isolation), and 'Aggression Questionnaire' (including relational aggression and overt aggression). The findings are as follows: (1) In the low positive (i.e., comfort, cooperation, cohesion) classroom climate and high conflict classroom climate, boys with a higher level of dominant goals tend to have more overt aggressive behavior. In the high comfort classroom climate, both boys and girls with a higher level of dominant goal tend to exhibit more overt aggressive behavior. (2) In the high-comfort classroom climate, girls with a higher level of intimate goals tend to exhibit more relational aggressive behavior. (3) In the high-conflict classroom climate, boys with a higher level of popular goals tend to exhibit more overt aggressive behavior.