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題名:高中職學生霸(受)凌行為相關因素之研究–以桃竹地區特殊教育與普通學生為例
作者:黃開成
作者(外文):HUANG, KAI-CHENG
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:馬傳鎮
蔡田木
學位類別:博士
出版日期:2019
主題關鍵詞:特教生身障生普通生霸凌受凌Special Education StudentsDisabled StudentsRegular StudentsBullyingBeing Bullied
原始連結:連回原系統網址new window
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學校霸凌事件對受凌學生身心傷害至大,且國內迄今未見同時研究霸凌與受凌行為,以及特教生與普通生之差異比較分析,故進行本項研究。本研究以桃竹地區 4,157 位高中職學生為對象,探討特教生(N=1,986)與普通生(N=2,171)的校園霸凌與受凌。經研究分析,獲得結果分述如下:
一、霸凌與受凌研究發現:
(一)特教生與普通生的霸凌與受凌,受不同背景因素的影響,只是背景因素對霸凌與受凌的影響很小;相對而言,其他因素對霸凌與受凌的影響大些。
(二)檢證特教生與普通生的家庭因素、學校因素、身心因素,對整體霸凌與受凌、四類霸凌與受凌的影響,多數獲得支持。霸凌方面,又以學校因素,如教師責罰越高霸凌越高、同學欺負越高霸凌越高、學校因應越佳霸凌越低,對霸凌有較全面的影響效果。另外受凌方面,也以學校因素,如同學關愛越高受凌越低、同學欺負越高受凌越高、學校因應越佳受凌越低,對受凌有較全面的影響效果。
(三)特教生與普通生的霸凌經驗與受凌經驗對整體霸凌與受凌、四類霸凌與受凌皆有正向影響力,也獲得證實。
二、比較研究發現:
(一)霸凌方面,僅發現特教生言語霸凌較普通生低。
(二)受凌方面,特教生整體受凌與肢體、關係、網路受凌皆較普通生高。
(三)特教生經由中介變項對霸凌、受凌影響的檢證,大致獲得支持。特教生對言語霸凌,整體受凌、肢體受凌、關係受凌、網路受凌有直接影響外,部分影響還會間接透過如家庭因素、學校因素、身心因素,對依變項產生影響。
(四)此外也證實,霸凌、受凌經驗,不僅會升高霸凌與受凌發生的機會,同時也會升高受凌與霸凌發生的機會。
(五)最後檢視霸凌、受凌的淨影響:排除霸凌經驗或受凌經驗干擾後,仍顯示特教生言語霸凌較低的強健性。另一方面,排除霸凌經驗干擾後,仍顯示特教生高中職學生霸(受)凌行為相關因素之研究–以桃竹地區特殊教育與普通學生為例整體受凌,肢體、關係、網路受凌較高的強健性。
最後根據研究結果針對校園霸凌及受凌防制提出以下之建議:
(一)對防制校園霸凌與受凌之建議:
1.提升師生互動,強化霸凌的防禦;
2.改善同儕互動降低霸凌與受凌;
3.學校因應校園霸凌能力應再加強。
(二)對防制特教生校園受凌之建議:
1.學校因應得宜,乃是特教生不易遭受霸凌的關鍵
(1)霸凌防制的各項宣導、措施、諮商、訓練必須清楚且具體;
(2)霸凌防制有待嚴謹執行、紀錄與檢核;
(3)霸凌防制策略宜定期修改與調整。
2.改善特教生的自卑心理降低受凌機率
(1)揚長避短運用代償法克服自卑感;
(2)增進社交能力降低特教生的自卑。
3.重視家人支持對特教生的保護功能。
School bullying incidents have caused tremendous harm to the bullied students physically and psychologically and as yet no research has been conducted on both bullying and being bullied behavior as well as on the comparison analysis of the differences in special education students and regular students. That is the reason why the researcher intends to conduct the research. The study, including 4,157 senior and vocational high school students in Taoyuan and Hsinchu areas, explores school bullying and being bullied between special education students (N=1,986) and regular students(N=2,171). Regression Analysis is adopted and the findings are as follows:
1. Research Findings on Bullying and Being Bullied:
(1) Bullying and being bullied between special education students and regular students are affected by various backgrounds. However, compared with background factors, other factors produce greater influence on bullying and being bullied.
(2) When examining the family factors, school factors, and physical & psychological factors between special education students and regular students, the findings point out that most of these factors are related to overall bullying and being bullied as well as four types of bullying and being bullied. In terms of bullying, school factors play a more comprehensive role. For example, the more intense the teacher’s punishment is, the higher the possibility of bullying is. The more serious the teasing and bullying between students is, the higher the possibility of bullying is. The better the school responds to and manages bullying behavior, the lower the possibility of bullying is. In terms of being bullied, school factors also play a more comprehensive role. For example, the more positive peers’ caring is, the lower the possibility of being bullied is. The more serious the teasing and bullying between students is, the higher the possibility of being bullied is. The better the school responds to and manages bullying behavior, the lower the possibility of being bullied is.
(3) Previous bullying and being bullied experiences between special education students and regular students influence the overall bullying and being bullied as well as four types of bullying and being bullied positively, which is also proved. 2. Research Findings on Comparison:
(1) In terms of bullying, the frequency of verbal bullying of special education students are lower than that of regular students.
(2) In terms of being bullied, the frequency of overall being bullied as well as physical being bullied, relational being bullied and cyber being bullied of special education students are higher than that of regular students.
(3) Intervening variables for special education students have significant positive relation with bullying and being bullied. Special education students have direct impact on verbal bullying, overall bullying, physical bullying, relational bullying and cyber bullying. Family factors, school factors, and physical & psychological factors also indirectly affect dependent variables.
(4) It is also proved that previous bullying and being bullied experiences not only promote the occurrence of bullying and being bullied, but also promote the occurrence of being bullied and bullying.
(5) A final look at the net effect of bullying and being bullied: After ruling out the intervention of previous bullying and being bullied experiences, the robustness of special education students with a lower possibility of verbal bullying is shown. Besides, after ruling out the intervention of previous bullying experiences, the robustness of special education students with a higher possibility of overall being bullied, physical being bullied, relational being bullied, and cyber being bullied is shown.
3.Suggestions on School Bullying and Being Bullied Prevention
(1)Suggestions for Preventing School Bullying and Being Bullied:
A. Enhancing teacher-student interaction to prevent bullying
B. Improving peer interaction to decrease bullying and being bullied
C. Reinforcing the school’s management ability to handle bullying
(2) Suggestions on Being Bullied Prevention for Special Education Students:
A.Whether the school can handle bullying properly is the key to preventing bullying for special education students.
a.Various educational propaganda, measures, counseling and training on bullying prevention must be clear and concrete.
b.Bullying prevention measures need to be strictly carried out, recorded and examined.
c.Bullying prevention strategies are suggested to be regularly modified and adjusted.
B.Improving special education students’ inferiority complex to reduce the possibility of being bullied
a.Developing the strong points to the full and compensating for the weak points to overcome inferiority
b.Improving social skills to reduce inferiority
C.Emphasizing family members’ support, which serves the protection
function for special education students
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