國中生霸凌旁觀者助人行為意圖評估 : 計畫行為理論之運用

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Title:	國中生霸凌旁觀者助人行為意圖評估 : 計畫行為理論之運用
Other Titles:	Using the theory of planned behavior (TPB) to explore bystanders' intentions to intervene in bullying situations at junior high schools
Authors:	彭荻;Peng, Di
Contributors:	淡江大學教育心理與諮商研究所碩士班郭國禎;韓貴香;Guo, Gwo-Jen;Han, Kuei-Hsiang
Keywords:	霸凌;計畫行為理論;旁觀者助人行為意圖;Bully;Theory of planned behavior;bystanders' intentions to intervene
Date:	2015
Issue Date:	2016-01-22 14:44:00 (UTC+8)
Abstract:	本研究旨在瞭解計畫行為理論之三大變項（態度、主觀規範、知覺行為控制）、基本背景變項（性別、年級）以及情境脈絡變項（人緣、班上霸凌情況、過去助人經驗）對霸凌旁觀者助人意圖的預測性。研究以902位台北及新北市都會區的國中生為對象，採問卷調查法進行資料蒐集，所使用的工具為由研究者編製之「國中生旁觀霸凌行為意圖之問卷」，經統計分析後的主要研究結果為：一、國中生知覺霸凌的情況並不嚴重，但有隨年級升高的趨勢。二、在幫助受凌同學的「行為意圖」和「態度」上，國中女生均高於男生。三、國一學生在幫助受凌同學的「行為意圖」、「主觀規範」和「知覺行為控制」上，均高於國三學生。四、國中生在幫助受凌同學的「主觀規範」、「知覺行為控制」「行為意圖」人緣較好的學生均高於人緣不是那麼好的學生。五、「知覺班級霸凌情況」在「知覺行為控制」上有差異，意即班級霸凌情況越嚴重，旁觀者感到幫助受凌者越不容易。六、過去助人經驗在「態度」、「主觀規範」、「知覺行為控制」和「行為意圖」上有差異，不論過去助人有效與否，再次助人的意圖均較從未助人者來得高。七、本研究所有變項對意圖的預測力達52.1%，其中能預測行為意圖的變項，按效果大小，分別為:「知覺行為控制」、「態度」、「主觀規範」、「過去曾幫過受凌同學，且有正面效果者」、「過去從未看過霸凌狀況」、「過去曾幫過受凌同學，但無效果者」。根據此結果，本研究提出對教育單位、輔導單位以及未來研究方向建議。 The aim of this study was to examine whether TPB variables (AT;SN;PBC), basic variables (age and gender), and context variables (popularity, bullying situations in class, and past behaviors) would allow researchers to predict BI of bystanders. The study was conducted using questionnaires as the primary research tool, and the data was collected from 902 junior high school students across Taipei and New Taipei City areas. The questionnaire was specifically designed by researcher to address this topic, “behavioral intention of bullying bystanders”. The study was examined using statistical tools and analysis, in which the major findings were as follows: 1.The PBC by junior high school students was not severe, but it showed a tendency to intensify with age. 2.Female junior high school students had higher BI and AT to support bullied classmates than male students. 3.7th graders had higher BI, SN, and PBC to support bullied classmates than 9th graders. 4.Students with higher popularity had higher SN, PBC and BI to support bullied classmates than students with lower popularity. 5.There was a significant difference in PBC between different bullying situations in class. In another word, the more serious one perceives the bullying situation in the class, the more difficult one perceives intervening might be. 6.Students with different experiences of helping others showed difference in AT, SN, PBC and BI. Regardless of the outcomes of the previous helps, the chance to offer help again becomes much higher than that of the case of a bystander who has never helped others before. 7.The results of multiple regression analysis showed that all variables in this study could explain 52.1% of the variance of intentions. PBC is the biggest predictor of BI. The second and the remaining significant predictors are AT, SN, the experiences of previous successful help, and the experiences of ineffective help accordingly. Based on the research results, further suggestions and discussions were made and future recommendations were also proposed. AT: attitude, The overall evaluation toward the behavior of supporting bullied classmates SN: subjective norms, How bullying bystanders regulates their behaviors while perceiving how their significant others regard of their behaviors of intervening in a bullying situation. PBC:perceived behavioral control, The degree of difficulty in intervening in a bullying situation a bullying bystander perceives. BI: behavioral intention, intention to support bullied classmates
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