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題名:班級生態系統課程介入方案之建構及其對校園霸凌防治效果之研究
作者:蔡懷萱
作者(外文):Tsai Huai-Hsuan
校院名稱:中央警察大學
系所名稱:犯罪防治研究所
指導教授:沈勝昂、 陳玉書
學位類別:博士
出版日期:2012
主題關鍵詞:校園霸凌霸凌防治介入方案班級層級課程本位生態系統理論旁觀者效應利社會行為焦點團體準實驗設計時間延滯比較school bullyingintervention of bullying preventionecological systems theorybystander effectpro-social behaviorfocus-groupbullyingcurriculum-based class-levelquasi-experimental designstime-lagged comparisons between same-aged students from different cohortsquasi-experimental designstime-lagged comparisons between same-aged students from different cohorts
原始連結:連回原系統網址new window
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摘 要
本研究採用生態系統觀點,主張校園霸凌的成因,除有個體因素的人格特質與同理心,尚包含事件因素的學校生活型態、環境因素的生態互動與社會增強、
以及文化因素的旁觀者效應與利社會行為等因素。因此以「班級層級課程本位」為霸凌防治主要模式,建構「班級生態系統課程介入方案」並以實驗方式探究其
對校園霸凌的防治效果,包含「霸凌盛行率」、「學校生活滿意度」、「班級氣氛」、「霸凌認知表現」、「改變霸凌自我效能」及「霸凌參與者角色」六大依變項的效
果,並對應文獻研究結果。
本研究採兩階段設計,第一階段以文獻探討及焦點團體法探究霸凌特性及研發建構「班級生態系統課程介入方案」,第二階段則採準實驗設計,並兼採「時
間延滯比較」,避免成熟與歷史事件對實驗效果的干擾。以新竹地區公立國民中小學學生為實驗對象,實驗組國中4 校6 班,國小2 校2 班,合計6 校8 班249
人;控制組國中4 校6 班,國小2 校2 班,合計6 校8 班247 人;參照組國中4校6 班,國小2 校2 班,合計6 校8 班278 人,進行為期16 週,32 小時的課程
介入實驗。
資料取得採用受試者自陳報告,實驗組另加同儕提名,除參照組在實驗前施測外,實驗組與控制組分別在實驗前、實驗中、實驗完成後、實驗後6 個月追蹤
各進行一次資料蒐集,共有4 次資料,以SPSS18.0 版進行t 檢定、變異數分析、共變數分析及多變量變異數分析等差異檢定。
研究結果發現:實驗組在各依變項的效果顯著優於控制組與參照組。實驗組目睹霸凌盛行率下降1.30%~3.43%,霸凌被害下降0.89%~2.16%,霸凌加害下降
3.53%~8.24%;霸凌參與者角色同儕提名則呈現「主要霸凌者、霸凌增強者比例有效降低」及「旁觀者減少」效果;且「學校生活滿意度」、「班級氣氛」及「霸
凌認知表現」皆有顯著提升效果,但「改變霸凌自我效能」感普遍偏低,且實驗效果不顯著。在背景變項方面則發現:國小優於國中,市區學校優於鄉鎮區學校,
外籍配偶子女與一般學生無顯著差異。
最後依研究結論提出霸凌防治具體建議:(一)霸凌防治的工作應由國家層級統籌發動及規劃;(二)防治政策應依霸凌特色及影響因素,掌握霸凌防治5 大基
本原則;(三)國家層級的霸凌防治焦點,以培訓教師霸凌防治知能及研發霸凌防治方案課程為主;(四)霸凌防治效果性國小優於國中,急迫性國中高於國小,因
此國家層級的霸凌防治對象要兼顧國民中小學;(五)霸凌防治焦點,要落實於「班級」之中;(六)學校應了解生態系統理論的霸凌特性,以教育方式推動霸凌防治
工作;(七)學校應提升校園監控力,避免霸凌事件發生,以收消極預防效果;(八)學校應發展利社會行為課程教學方案,建立校園助人文化,以達積極防治效果。
Abstract
Based on the ecological systems theory, the research claims that the causes of
school bullying are not only the individual causes of the personality trait and empathy,
but also including the event causes of school life style, the environmental causes of
ecological interaction and social reinforcement, and the culture causes of bystander
effect and pro-social behavior. Hence, the major purpose of the research is to explore
the effectiveness of school bullying prevention by the constructed curriculum-based
intervention of a class-level ecological system. It is based on the ecological systems
theory to build a curriculum-based, class-level mode to conduct the intervention of
bullying prevention. Indications of six dependent variables including prevalence rates
of bullying, satisfactory degree of school life, atmosphere of class, representation of
bullying cognition, self-efficacy of changing bullying, and bullying participant roles
are listed to show the results of the intervention and are compared to some related
literature results.
Two design stages of the intervention are adopted in the work. In the first stage,
comprehensive literature surveys and repeated focus group discussions are conducted
to clarify characteristics of bullying, and to finish the courses design of bullying
intervention. In the second stage, the author uses quasi-experimental designs and
time-lagged comparisons between same-aged students from different cohorts to avoid
interference of experimental results by matured and historical events. The experimental
objects are students of public junior high school and public elementary school in
Hsinchu, Taiwan which are classified into experimental group, control group, and
reference group for a 16-week course of bullying intervention. In the experimental
group, there are totally 249 students of 8 classes in 6 different schools including
students of 6 classes of 4 public junior high schools and 2 classes of 2 public
elementary schools. In the control group, there are totally 247 students of 8 classes in 6
different schools including students of 6 classes of 4 public junior high schools and 2
classes of 2 public elementary schools. In the reference group, there are totally 278
students of 8 classes in 6 different schools including students of 6 classes of 4 public
junior high schools and 2 classes of 2 public elementary schools.
The tested data are collected from testers’ self reports and the peer nomination
data are additionally collected in the experimental group. A pre-experiment test is done
in the reference group. However, four tests named pre-experiment test, in-experiment
test, finishing-experiment test, and following up test of six months later after
finishing-experiment are done in the experimental group and control group.
Furthermore, some discrepant tests including the t-test, variance analysis, covariance
analysis, and multi-variable variance analysis are applied to the collected data by using
the software of SPSS18.0.
It is found that the effectiveness of the experimental group is superior to that of
the control group and reference group. The prevalence rates of witness bullying
reduces about 1.3%~3.43%, the bullying victim reduces about 0.89%~2.16%, and the
bully reduces about 3.53%~8.24%. The peer nomination of bullying participant roles
reveals the effect that an apparent reduction of major bully and a reduction of
bystander. The satisfactory degree of school life, atmosphere of class, and
representation of bullying cognition have apparently increased. However, the
self-efficacy of changing bullying is commonly low and deficiency. For the
effectiveness in the background variable, it is found that the junior high school is better
than the elementary school, the city region school is better than the country region
school. However, there is not apparent discrepancy between children of foreign
spouses and domestic families.
According to the obtained results of the research, the author proposes the
following eight suggestions for the bullying prevention.
1. The bullying prevention work should thoroughly be planned and activated starting
from the national level.
2. The construction of bullying prevention policy should refer to the characteristics of
bullying and affecting factors. Then five basic criterions of bullying prevention
are followed.
3. The bullying prevention of national level need to focus on the training of ability of
teacher’s bullying prevention and developing courses of bullying prevention.
4. The object of the national level bullying prevention should focus on students of both
junior high school and elementary school because the bullying prevention is more
effective in the elementary school and is more urgent in the junior high school.
5. The focus of bullying prevention should be on the class level.
6. School level should understand the bullying characteristics of biological system
theory such that they can fulfill bullying prevention work by using educational
ways.
7. For the passive bullying prevention, school level should adopt the effort of elevating
the monitoring power to prevent the occurrence of school bullying.
8. For the active bullying prevention, school level should adopt the active effort of
developing and teaching pro-social behavior courses to help establish inter-assist
atmosphere in the school environment.
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