對校園霸凌行為知覺嚴重性研究的分析與建議

A Review of the Perceived Severity of School Bullying: Research Analyses and Implications

10.3966/160683002017010107010

陳利銘(Li-Ming Chen)

校園霸凌 ； 欺負 ； 知覺嚴重性 ； 頻率 ； frequency ； perceived severity ； school bullying ； seriousness

學校行政

107期（2017 / 01 / 16）

182 - 194

繁體中文

本文目的在對校園霸凌知覺嚴重性的相關研究進行探討，聚焦於釐清霸凌頻率及知覺嚴重性的關聯、釐清師生對不同霸凌行為的知覺嚴重性及介入意願、探討知覺嚴重性可能會受到那些因素的影響等三大議題。研究方法採文獻分析法。分析結果顯示：一、霸凌頻率和知覺嚴重性乃是不同構念，兩者之間僅有低度到中度相關。二、師生間對霸凌行為的知覺嚴重性及介入意願存有落差，教師認為肢體霸凌較嚴重，較願意介入肢體霸凌；中學生則認為關係霸凌較嚴重，小學生認為肢體霸凌較嚴重，而學生較願意介入言語霸凌。三、學生對校園霸凌的知覺嚴重性評估，似乎會受到力量失衡、意圖、行為結果等因素的影響。文末提出三項建議：一、不宜混用霸凌頻率及知覺嚴重性，不宜測量霸凌頻率來作為霸凌嚴重性的判準。二、中學生認為關係霸凌最嚴重，但教師卻認為關係霸凌不嚴重、較不願介入，學校宜關注關係霸凌對學生的潛在傷害。三、霸凌事件的發生，不論旁觀者覺得嚴不嚴重，不論其發生脈絡、意圖或行為結果為何，均應立即制止，以免對學生身心造成傷害。

This research aims to review studies on the perceived severity of school bullying. The following three main issues are analyzed: (1) clarifying the connections between the frequency and the perceived severity of school bullying, (2) examining whether differences exist in the perceived severity of school bullying and the willingness to intervene in school bullying among teachers and students, and (3) exploring the possible factors that influence the perceived severity of school bullying. The results of the literature review revealed the following: First, the frequency and the perceived severity of school bullying are different concepts; furthermore, these two constructs had low to moderate correlations. Second, teachers and students have different perceptions of the severity of bullying and different levels of willingness to intervene in various types of bullying. Teachers perceive physical bullying as more serious than other types of bullying, and they have higher willingness to intervene in physical bullying. Students in middle school and primary school have a greater perception of the severity of bullying for the relational and physical types. However, students have a higher willingness to intervene in verbal bullying. Third, students' perceptions of the severity of school bullying may be affected by contextual factors, such as power imbalance, intention, and behavioral results. Three implications were discussed at the end of this study. First, the concepts of the perceived severity of bullying and the frequency of school bullying cannot be interchanged. Researchers should not use the frequency of school bullying as an indicator of the seriousness of school bullying. Second, middle school students are more concerned about relational bullying, but teachers tend to focus more on physical bullying. Educators should pay more attention to the influence of relational bullying among students. Third, bullying incidents should be stopped at once, regardless of the power condition between the bullies and the victims, the intention of the bullies, and the behavioral results of bullying so that the potential harm on the victims is reduced.

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