青少年社會網絡指標及幽默表現風格之交互作用影響與被霸凌經驗之關係

Interaction Effects between Social Network Indicators (In/Out-Degree Centrality) and Humor Expression in the Adolescent Experience of Being Bullied

研究目的：本篇研究欲探討社會網路指標（向內中心性或向外中心性）及不同幽默表現風格，對青少年之被霸凌經驗是否有交互作用之影響。研究方法：樣本自臺灣北中南東地區各隨機抽出五所國中，於7~9年級各隨機抽出兩班，有效樣本共2,474人。社會網絡位置採提名法，以UCINET軟體進行社會網絡分析，被凌經驗則分為肢體式、口語式及關係式被凌，幽默風格表現使用「台灣青少年幽默量表」來測量，並應用SAS軟體進行逐步迴歸分析。研究結果：結果發現，學生若「向內中心性」較低（被較少位同班同學提名，有難過的事想分享的人），或若較常使用負向幽默表現風格（自我貶低式或貶低他人式），則較易有被各種霸凌的經驗。此外，僅「向外中心性（有難過的事想與班上同班同學分享的提名人數）」與不同的幽默表現風格對被凌經驗具交互作用，即學生擁有較低之向外中心性（較少提名他人）但較常使用貶低他人式幽默表現風格，則較易有被肢體式或關係式霸凌經驗；反之，若向外中心性高，但較常使用自我貶低式幽默表現風格，則較易被關係式霸凌。研究結論：本篇研究建議，班級導師及家長須透過主題談話或親子談話觀察學生於班級中之社會網絡指標概況（例如本研究中提名有難過的事想與同班同學分享的人數，或被同學提名的狀況），並教導學生使用正確幽默表現風格，以增加自我優勢減少被霸凌經驗。

Purpose: We investigated the interaction effects between social network indicators (in/out-degree centrality) and humor expression in relation to adolescents’ experiences of being bullied. Methods: The sample included 2,474 seventh to ninth graders in Taiwan via stratified, multistage, random cluster sampling. We used UCINET software to obtain social network indicators using the peer nomination method. Experiences of being bullied were classified as physical, verbal, and/or relational. We measured each student’s main types of humor expression with the Taiwan Adolescent Humor Instrument (TAHI). Results: The results showed that if students had low in-degree centrality (i.e., were nominated by only a few classmates as a person to share sad stories with) or frequently used negative humor expressions (i.e., self-deprecating humor or other-devaluing humor), they were prone to experiencing all types of bullying. In addition, we identified an interaction effect between out-degree centrality (i.e., the number of nominated classmates a person wants to share sad stories with) and the different types of humor expression in relation to the experience of being bullied. That is to say, if students had a low out-degree (nominated few others) and often used other-devaluing humor, they were more likely to be physically or relationally bullied. However, if they had a high out-degree and often used self-deprecating humor, they were only likely to be relationally bullied. Conclusions: We suggest that through frequent thematic talk sessions or parent-child talks, teachers and parents could routinely observe students’ social network positions and indicators (e.g., we counted the number of classmates with whom a person would share sad stories as well as the total number of classmates who nominated that person). Furthermore, we recommend future researchers design class intervention programs to help students learn how to express humor and enhance their social skills, which will help to reduce the occurrence of bullying.