國中生社會目標對攻擊行為的影響：檢視班級氣氛與性別之調節角色

How Social Goals Predict Aggressive Behavior of Junior High School Students: Examining the Moderating Roles of Classroom Climate and Gender

10.6869/THJER.202206_39(1).0003

趙敏安(Min-An Chao)；程景琳(Ching-Ling Cheng)

外顯攻擊 ； 社會目標 ； 班級氣氛 ； 關係攻擊 ； overt aggression ； social goals ； classroom climate ； relational aggression

清華教育學報

39卷1期（2022 / 06 / 30）

73 - 110

繁體中文;英文

本研究旨在探討國中生的社會目標對於攻擊行為的影響，並進一步檢視班級氣氛及性別在社會目標對攻擊行為間的調節作用。本研究使用便利取樣，研究參與者為261位國中學生。研究工具使用「社會目標量表」、「班級同儕脈絡問卷」、「攻擊行為量表」。本研究以多元迴歸進行資料分析，獲得下述研究結果：在支配目標方面，低正向和高衝突的班級氣氛下，高支配目標的男生出現較高程度的外顯攻擊；在高自在的班級氣氛下，高支配目標的男、女生皆出現較高程度的外顯攻擊。在親密目標方面，高自在的班級氣氛下，高親密目標的女生會出現較高程度的關係攻擊。在受歡迎目標方面，高衝突的班級氣氛下，高受歡迎目標的男生會出現較高程度的外顯攻擊。本研究結果顯示，教育現場的教師若能了解學生的人際互動目標並營造正向的同儕互動氛圍將有助於減少校園中的攻擊行為。

This study aimed to examine the associations between social goals and aggressive behavior in middle school students and whether classroom climate and gender moderate the relationship between social goals and aggressive behavior. The participants were recruited from 11 classes in a middle school in Taipei, with a total of 261 students, including 133 boys and 128 girls (average age 14.64 years old). The measurement tools used in this study were the Chinese version of the "Social Goal Questionnaire" (including dominance, intimacy, and popular goals), "Classroom Peer Context Questionnaire" (including comfort, cooperation, cohesion, conflict, and isolation), and "Aggression Questionnaire" (including relational aggression and overt aggression). The findings are as follows: (1) In the low positive (i.e., comfort, cooperation, cohesion) classroom climate and high conflict classroom climate, boys with a higher level of dominant goals tend to have more overt aggressive behavior. In the high comfort classroom climate, both boys and girls with a higher level of dominant goal tend to exhibit more overt aggressive behavior. (2) In the high-comfort classroom climate, girls with a higher level of intimate goals tend to exhibit more relational aggressive behavior. (3) In the high-conflict classroom climate, boys with a higher level of popular goals tend to exhibit more overt aggressive behavior.

1. 粘絢雯, H.-W.,程景琳, C.-L.(2010)。國中班級經營與班級氣氛相關因素之探討：關係攻擊與關係受害。教育實踐與研究，23(1)，57-84。
   連結：
2. 顏綵思, T.-S.,魏麗敏, L.-M.(2005)。臺灣中部地區國中小學生自我概念、父母管教方式對攻擊行為影響之研究。臺中教育大學學報，19(2)，23-48。
   連結：
3. 譚子文, T.-W.,董旭英, Y.-Y.(2010)。自我概念與父母教養方式對臺灣都會區高中生偏差行為之影響。教育科學研究期刊，55(3)，203-233。
   連結：
4. Aiken, L. S.,West, S. G.,Reno, R. R.(1991).Multiple regression: Testing and interpreting interactions.New York, NY:Sage.
5. Anderson, C. A.,Bushman, B. I.(2002).Human aggression.Annual Review of Psychology,53,27-51.
6. Barth, J. M.,Dunlap, S. T.,Dane, H.,Lochman, J. E.,Wells, K. C.(2004).Classroom environment influences on aggression, peer relations, and academic focus.Journal of School Psychology,42(2),115-133.
7. Behrhorst, K. L.,Sullivan, T. N.,Sutherland, K. S.(2020).The impact of classroom climate on aggression and victimization in early adolescence.The Journal of Early Adolescence,40(5),689-711.
8. Bettencourt, A. F.,Farrell, A. D.(2013).Individual and contextual factors associated with patterns of aggression and peer victimization during middle school.Journal of Youth and Adolescence,42(2),285-302.
9. Blakemore, S. J.,Mills, K. L.(2014).Is adolescence a sensitive period for sociocultural processing?.Annual Review of Psychology,65,187-207.
10. Boor-Klip, H. J.,Segers, E.,Hendrickx, M. M.,Cillessen, A. H.(2016).Development and psychometric properties of the classroom peer context questionnaire.Social Development,25(2),370-389.
11. Boor-Klip, H. J.,Segers, E.,Hendrickx, M. M.,Cillessen, A. H.(2014).Perceptions of classroom peer context: Associations with social status, academic achievement, and self-esteem.Pedagogische Studien,91(5),288-301.
12. Bronfenbrenner, U.(1979).Contexts of child rearing: Problems and prospects.American Psychologist,34(10),844-850.
13. Cappella, E.,Hwang, S. H.(2015).Peer contexts in schools: Avenues toward behavioral health in early adolescence.Behavioral Medicine,41(3),80-89.
14. Caravita, S. C.,Cillessen, A. H.(2012).Agentic or communal? Associations between interpersonal goals, popularity, and bullying in middle childhood and early adolescence.Social Development,21(2),376-395.
15. Cheng, C. L.(2014).Heterogeneity of relationally aggressive adolescents in Taiwan: Direct and indirect relational aggression.Journal of Interpersonal Violence,29(16),3035-3052.
16. Crick, N. R.,Dodge, K.(1994).A review and reformulation of social information-processing mechanisms in children’s social adjustment.Psychological Bulletin,115(1),74-101.
17. Crick, N. R.,Grotpeter, J. K.(1995).Relational aggression, gender, and social-psychological adjustment.Child Development,66(3),710-722.
18. Crone, E. A.,Fuligni, A. J.(2020).Self and others in adolescence.Annual Review of Psychology,71,447-469.
19. Dawes, M.(2017).Early adolescents’ social goals and school adjustment.Social Psychology of Education,20(2),299-328.
20. Dawes, M.,Xie, H.(2014).The role of popularity goal in early adolescents’ behaviors and popularity status.Developmental Psychology,50(2),489-497.
21. Dawson, J. F.,Richter, A. W.(2006).Probing three-way interactions in moderated multiple regression: Development and application of a slope difference test.Journal of Applied Psychology,91(4),917-926.
22. Dumas, T. M.,Davis, J. P.,Ellis, W. E.(2019).Is it good to be bad? A longitudinal analysis of adolescent popularity motivations as a predictor of engagement in relational aggression and risk behaviors.Youth & Society,51(5),659-679.
23. Dweck, C. S.,Leggett, E. L.(1988).A social-cognitive approach to motivation and personality.Psychological Review,95(2),256-273.
24. Eccles, J. S.,Midgley, C.,Wigfield, A.,Buchanan, C. M.,Reuman, D.,Flanagan, C.,Iver, D. M.(1993).Development during adolescence. The impact of stage-environment fit on young adolescents’ experiences in schools and in families.The American Psychologist,48(2),90-101.
25. Elsaesser, C.,Gorman-Smith, D.,Henry, D.(2013).The role of the school environment in relational aggression and victimization.Journal of Youth and Adolescence,42(2),235-249.
26. Gommans, R.,Sandstrom, M. J.,Stevens, G. W.,ter Bogt, T. F.,Cillessen, A. H.(2017).Popularity, likeability, and peer conformity: Four field experiments.Journal of Experimental Social Psychology,73,279-289.
27. Guhn, M.,Schonert-Reichl, K. A.,Gadermann, A. M.,Hymel, S.,Hertzman, C.(2013).A population study of victimization, relationships, and well-being in middle childhood.Journal of Happiness Studies,14(5),1529-1541.
28. Hawley, P. H.,Little, T. D.,Card, N. A.(2008).The myth of the alpha male: A new look at dominance-related beliefs and behaviors among adolescent males and females.International Journal of Behavioral Development,32(1),76-88.
29. Henry, D. B.,Farrell, A. D.,Schoeny, M. E.,Tolan, P. H.,Dymnicki, A. B.(2011).Influence of school-level variables on aggression and associated attitudes of middle school students.Journal of School Psychology,49(5),481-503.
30. Hong, J. S.,Espelage, D. L.(2012).A review of research on bullying and peer victimization in school: An ecological system analysis.Aggression and Violent Behavior,17(4),311-322.
31. Jarvinen, D. W.,Nicholls, J. G.(1996).Adolescents’ social goals, beliefs about the causes of social success, and satisfaction in peer relations.Developmental Psychology,32(3),435-441.
32. Jiménez, T. I.,Estévez, E.(2017).School aggression in adolescence: Examining the role of individual, family and school variables.International Journal of Clinical and Health Psychology,17(3),251-260.
33. Kiefer, S. M.,Matthews, Y. T.,Montesino, M.,Arango, L.,Preece, K. K.(2013).The effects of contextual and personal factors on young adolescents’ social goals.The Journal of Experimental Education,81(1),44-67.
34. Kiefer, S. M.,Ryan, A. M.(2008).Striving for social dominance over peers: The implications for academic adjustment during early adolescence.Journal of Educational Psychology,100(2),417-428.
35. Kiefer, S. M.,Wang, J. H.(2016).Associations of coolness and social goals with aggression and engagement during adolescence.Journal of Applied Developmental Psychology,44,52-62.
36. Kline, R. B.(2011).Principles and practice of structural equation modeling.New York, NY:Guilford press.
37. Kuperminc, G. P.,Leadbeater, B. J.,Blatt, S. J.(2001).School social climate and individual differences in vulnerability to psychopathology among middle school students.Journal of School Psychology,39(2),141-159.
38. Laninga-Wijnen, L.,Harakeh, Z.,Garandeau, C. F.,Dijkstra, J. K.,Veenstra, R.,Vollebergh, W. A.(2019).Classroom popularity hierarchy predicts prosocial and aggressive popularity norms across the school year.Child Development,90(5),637-653.
39. Lansford, J. E.,Malone, P. S.,Dodge, K. A.,Pettit, G. S.,Bates, J. E.(2010).Developmental cascades of peer rejection, social information processing biases, and aggression during middle childhood.Development and Psychopathology,22(3),593-602.
40. Lemerise, E. A.,Arsenio, W. F.(2000).An integrated model of emotion processes and cognition in social information processing.Child Development,71(1),107-118.
41. Li, Y.,Wright, M. F.(2014).Adolescents’ social status goals: Relationships to social status insecurity, aggression, and prosocial behavior.Journal of Youth and Adolescence,43(1),146-160.
42. López, E. E.,Jiménez, T. I.,Moreno, D.(2018).Aggressive behavior in adolescence as a predictor of personal, family, and school adjustment problems.Psicothema,30(1),66-73.
43. López, E. E.,Pérez, S. M.,Ochoa, G. M.,Ruiz, D. M.(2008).Adolescent aggression: Effects of gender and family and school environments.Journal of Adolescence,31(4),433-450.
44. Makara, K. A.,Madjar, N.(2015).The role of goal structures and peer climate in trajectories of social achievement goals during high school.Developmental Psychology,51(4),473-488.
45. Mayeux, L.(2014).Understanding popularity and relational aggression in adolescence: The role of social dominance orientation.Social Development,23(3),502-517.
46. McClelland, D. C.(1985).How motives, skills, and values determine what people do.American Psychologist,40(7),812-825.
47. McDonald, K. L.,Asher, S. R.(2018).Peer acceptance, peer rejection, and popularity: Social cognitive and behavioral perspectives.Handbook of peer interactions, relationships, and groups,New York, NY:
48. Murray-Close, D.(2013).Psychophysiology of adolescent peer relations II: Recent advances and future directions.Journal of Research on Adolescence,23(2),260-273.
49. Ojanen, T.,Aunola, K.,Salmivalli, C.(2007).Situation-specificity of children’s social goals: Changing goals according to changing situations?.International Journal of Behavioral Development,31(3),232-241.
50. Ojanen, T.,Findley, D.,Fuller, S.(2012).Physical and relational aggression in early adolescence: Associations with narcissism, temperament, and social goals.Aggressive Behavior,38(2),99-107.
51. Ojanen, T.,Grönroos, M.,Salmivalli, C.(2005).An interpersonal circumplex model of children’s social goals: Links with peer-reported behavior and sociometric status.Developmental Psychology,41(5),699-710.
52. Ojanen, T.,Nostrand, F. V.(2014).Social goals, aggression, peer preference, and popularity: Longitudinal links during middle school.Developmental Psychology,50(8),2134-2143.
53. Owens, L.,Daly, A.,Slee, P.(2005).Sex and age differences in victimisation and conflict resolution among adolescents in a South Australian school.Aggressive Behavior,31(1),1-12.
54. Preddy, T. M.,Fite, P. J.(2012).Differential associations between relational and overt aggression and children’s psychosocial adjustment.Journal of Psychopathology and Behavioral Assessment,34(2),182-190.
55. Rose, A. J.,Rudolph, K. D.(2006).A review of sex differences in peer relationship processes: Potential trade-offs for the emotional and behavioral development of girls and boys.Psychological Bulletin,132(1),98-131.
56. Rudolph, K. D.,Abaied, J. L.,Flynn, M.,Sugimura, N.,Agoston, A. M.(2011).Developing relationships, being cool, and not looking like a loser: Social goal orientation predicts children’s responses to peer aggression.Child Development,82(5),1518-1530.
57. Ryan, A. M.,Shim, S. S.(2008).An exploration of young adolescents’ social achievement goals and social adjustment in middle school.Journal of Educational Psychology,100(3),672-687.
58. Saldiraner, M.,Gizir, S.(2021).School bullying from the perspectives of middle school principals.International Journal of Progressive Education,17(1),294-313.
59. Salmivalli, C.,Ojanen, T.,Haanpää, J,Peets, K.(2005).I’m OK but you’re not” and other peer-relational schemas: Explaining individual differences in children’s social goals.Developmental Psychology,41(2),363-375.
60. Sandstrom, M. J.(2018).The peer nature of relational aggression.The development of relational aggression,Oxford, England:
61. Sijtsema, J. J.,Veenstra, R.,Lindenberg, S.,Salmivalli, C.(2009).Empirical test of bullies’ status goals: Assessing direct goals, aggression, and prestige.Aggressive Behavior,35(1),57-67.
62. Ttofi, M. M.,Farrington, D. P.,Lösel, F.(2012).School bullying as a predictor of violence later in life: A systematic review and meta-analysis of prospective longitudinal studies.Aggression and Violent Behavior,17(5),405-418.
63. Wentzel, K. R.(2002).The contribution of social goal setting to children’s school adjustment.Development of achievement motivation,New York, NY:
64. Wentzel, K. R.,Battle, A.,Russell, S. L.,Looney, L. B.(2010).Social supports from teachers and peers as predictors of academic and social motivation.Contemporary Educational Psychology,35(3),193-202.
65. Wright, M. F.,Li, Y.,Shi, J.(2014).Chinese adolescents’ social status goals: Associations with behaviors and attributions for relational aggression.Youth & Society,46(4),566-588.
66. 邱皓政, H.-J.(2019).量化研究法（二）統計原理與分析技術.臺北市=Taipei, Taiwan:雙葉=Yen-Yen.
67. 陳巧雲, C.-Y.,柯政宏, C.-H.,游家權, C.-C.(2017)。社會排斥對暴力與非暴力男性青少年之影響。青少年犯罪防治研究期刊，9(1)，1-48。
68. 劉力豪, L.-H.(2013)。嘉義縣=Chiayi, Taiwan，國立中正大學=National Chung Cheng University。
69. 藍珮君, P.-J.(2005)。臺北市=Taipei, Taiwan，國立臺灣師範大學=National Taiwan Normal University。