HEXACO性格向度與暗黑人格與國中生霸凌行為的關聯

Association Among HEXACO Personality Dimensions, Dark Personality Traits, and Bullying Behavior in Junior High School Students

研究目的
國中教育現場霸凌事件頻傳，本研究欲了解目前國中生對於霸凌行為的態度，以及人格向度與霸凌行為的關聯。
研究設計／方法／取徑
本研究為探索性研究，採便利取樣，以新竹縣國中生為對象，共計有188名學生參與本研究，男（97人）女（91人）約各半，國一學生占多數（152人，80.9％）。採以問卷調查法，研究工具為「HEXACO-PI-R」、「簡式暗黑四特質量表」與「國中生霸凌與被霸凌問卷調查表」之組合式問卷，並分析其人格與霸凌行為之關聯。
研究發現或結論
結果顯示國中生被霸凌與霸凌行為之間呈正相關，被霸凌與性格向度的開放性呈現正相關；霸凌與暗黑人格特質的虐待呈正相關，與性格向度的親和性呈負相關。在性別差異上，男學生之霸凌與被霸凌行為及暗黑人格的虐待均高於女學生。本研究結論為國中生性格向度的開放性與被霸凌行為呈現正相關；暗黑人格特質的虐待與霸凌行為呈正相關，然性格向度的親和性越高則霸凌行為越低。
研究原創性／價值
本研究提供性格向度與霸凌行為的相關，使教育現場的教師可以知道該如何留意學生的行為，並預防霸凌行為的發生。
教育政策建議與應用
教育現場教師除了需要關注學生的行為之外，亦需要留意學生性格
特質，提高觀察學生的敏感度，減少霸凌行為與被霸凌行為的發生。

Research Purpose
Bullying is a common issue in junior high schools. This study aimed to examine the associations between the HEXACO personality dimensions, dark personality traits, and bullying behavior among junior high school students.
Research Design/Method/Approach
This exploratory study employed convenience sampling, with participants drawn from junior high schools in Hsinchu County. A total of 188 students participated, comprising 97 males and 91 females; majority of these were 7th grade students (152; 80.9%). Date were collected through a questionnaire survey combining the following instruments:“HEXACO-PI-R,”“Short Form Dark Four Traits Inventory,”and“Junior School Students Bullying and Being Bullied Questionnaire.”
Research Findings or Conclusions
The results indicated a positive correlation between bullying and being bullied, as well as a positive correlation between being bullied and the openness personality dimensions. Bullying behavior was positively correlated with dark personality traits and negatively correlated with the agreeableness dimension. In terms of gender differences, male students scored higher than female students on measures of bullying, victimization, and dark personality traits. The study concludes that openness is positively correlated with being bullied, while bullying and dark personality traits are positively correlated. Conversely, higher agreeableness is associated with lower levels of bullying behavior.
Research Originality/Value
This study highlights the correlation between personality dimensions and bullying behaviors, providing teachers in the education field insights into identifying and addressing potential risk factors for bullying among students.
Educational Policy Recommendations and Applications
These findings offer valuable insights for future research and on-site teachers, suggesting that attention to students’personality traits may improve teachers’ability to observe and address behaviors associated with bullying, potentially reducing its occurrence.