| 摘要: | 本研究主要目的為：（1）了解高職生同儕霸凌之情境現況（2）各種同儕霸凌情境所產生的霸凌行為（3）同儕霸凌情境及其所產生的霸凌行為在性別上有無差異。研究對象為台北市、苗栗市及彰化縣各一所高一至高三高職生，共計149名學生，將所得資料以描述統計、卡方考驗等統計方法處理與分析。結果顯示：（1）高職生較常發生的前3項霸凌情境，依序為『對方講話很白目（101人）』、『對方在背後散佈我的負面謠言（83人）、『對方做人做事太過機車（77人）』等。（2）在各項霸凌情境中高職生最常以口語霸凌表現之，僅在『對方不跟我當朋友』時，會常以關係霸凌示之。（3）在『家長或老師視而不見的態度』、『對方講話很白目、言行舉止較為女性化或男性化、搶了我的朋友、做人做事太過機車』及『為了獲得一時的好玩開心』等5項霸凌情境在性別上有顯著差異，其中僅『對方搶了我的朋友』為女生顯著高於男生外，其餘各項皆反之。（4）在15項霸凌情境，如『為了能在群體中獲得認同』、『家長或老師視而不見的態度』、『自己有不如意的事』等所產生的肢體、口語、關係、性及網路霸凌皆有性別上的差異。
The purposes of this study are: ( 1 ) understanding of the situation of peer bullying in vocational high school students. ( 2 ) type of bullying generated by various peer bullying situations ( 3 )whether gender significantly differ in peer bullying situations and the type of conflict caused by peer bulling situations. The samples of this study were 149 vocational high school students recruited from Taipei City, Miaoli City and Changhua County. Descriptive statistics and Chi-square tests were used to analyze the collected data. The results showed: ( 1 ) The top 3 bullying situations that occur more often in vocational high school students are: “the other person speaks oblivious (101 people)”, “The other person spreads my negative rumors behind the back (83 people) ”, “the other person is doing hella annoying (77 people) “ and so on. (2)In the bullying context, vocational high school students are most often expressed in verbal bullying, only in the ＂other people do not be friends with me＂, is the most frequent relationship conflict. (3) The situation in which “attitudes that parents or teachers ignore”, “the other person speaks oblivious, the words and demeanor are more feminine or masculine, grab my friends, and the other person is doing hella annoying” and “get a moment of fun” are in the situation of bullying. There are significant differences in gender, of which only “the other person robs my friend” is significantly higher for girls than for boys, and the others are all the opposite. (4 ) There are gender differences in the types of physical, verbal, relationship, sexual, and cyber bullying generated in the 15 bullying situations, such as "in order to gain recognition in the group＂, ＂attitudes that parents or teachers ignore,＂ and ＂something unsatisfactory＂. |
