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題名:網路霸凌受害經驗、社會支持對網路霸凌受害反應 影響之研究
作者:陳俊良
作者(外文):Chun-Liang Chen
校院名稱:國立彰化師範大學
系所名稱:工業教育與技術學系
指導教授:梁滄郎
學位類別:博士
出版日期:2014
主題關鍵詞:網路霸凌受害經驗社會支持網路霸凌受害反應階層線性模式調節變項Cyberbullying Victimization ExperiencesSocial SupportCyberbullying Victimization ReactionHierarchical Linear ModelingModerator
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本研究目的旨在探討網路霸凌受害經驗、社會支持對網路霸凌受害反應的影響。研究採用問卷調查研究法,使用「網路霸凌受害經驗」、「網路霸凌受害反應」以及「社會支持」為研究工具,以四所科技大學60個班級之五專學生為研究對象進行施測,共得有效樣本1,929份。
本研究首先發展與驗證網路霸凌受害經驗與網路霸凌受害反應量表,透過探索性因素分析與驗證性分析均獲得良好的收斂效度、以及區別效度。此外,本研究亦透過統計分析的結果發現,學生知覺社會支持對網路霸凌受害經驗與網路霸凌受害反應具有負向預測效果。同時,本研究使用階層線性模式分析軟體HLM 6.08 以學生及班級為層級單位進行分析。研究結果顯示,在學生層次方面,網路霸凌受害經驗對網路霸凌受害行為反應具有正向的解釋效果、學生知覺家長支持對行為反應具有負向的解釋效果、以及學生知覺家長支持對網路霸凌受害經驗與行為反應具有調節作用。在班級層次方面,不同班級學生知覺同學支持對網路霸凌受害行為反應具有負向的解釋效果。
本研究證實學生知覺社會支持的強度愈高,愈能有效降低網路霸凌受害反應的負面影響。此一發現可提供學校在擬定防制網路霸凌策略之參考。
The aim of this study was to examine the influences of cyberbullying victimization experiences and social support on the cyberbullying victimization reactions. Questionnaire survey was employed in this study. The instruments consisted of Cyberbullying Victimization Experiences Scale, Cyberbullying Victimization Reaction Scale and Social Support Scale. The subjects were the students who enrolled in five-year junior college programs in sixty classrooms from four University of Science and Technology. The total valid number of questionnaires was 1,929.
First of all, the cyberbullying victimization experiences and cyberbullying victimization reaction scale were developed and validated through exploratory factor analysis and confirmatory analysis. The convergent validity and discriminate validity were confirmed. In addition, this study found that the students' perception of social support can be negatively predicted cyberbullying victimization experiences and cyberbullying victimization reactions. The Hierarchical Linear Modeling analysis software(HLM 6.08)was used to analyze at the level of student and classroom. The results of this study showed that at student level, cyberbullying victimization experiences had a positive interpretation of the effect on behavioral responses and students' perception on parental support had a negative effect on behavioral responses. Finally, students' perception on parental support had a moderation effect on cyberbullying victimization experiences and behavioral responses. In addition, at the school level, different students' perception on classmates support had a negative effect on behavioral responses.
The results of this study confirmed that the higher of students' perception on social support, the more to reduce the negative reactions of cyberbullying victimization. The findings provide schools administrators as a reference to draw up cyberbullying prevention policy.
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