網路霸凌旁觀者行為分析與防治教材研發：以社群網站為例

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题名:	網路霸凌旁觀者行為分析與防治教材研發：以社群網站為例
作者:	林翰謙;Lin, Han-Qian
贡献者:	網路學習科技研究所
关键词:	網路霸凌;旁觀者;同理心;父母教養風格;自我效能;行為意向;empathy;parenting style;cyberbullying;bystanders;behavioral;Self-efficacy
日期:	2018-11-23
上传时间:	2019-04-02 15:06:56 (UTC+8)
出版者:	國立中央大學
摘要:	網路霸凌是隨著網路普及日漸嚴重的社會問題之一，其中又對青少年族群影響更為深遠。剛開始使用網路社群的青少年，因為其尚未成熟的心智容易在較少規範約束的虛擬世界中產生衝動言語和行為而導致人際關係的摩擦。網路世界的開放性也讓青少年在網路上接收未經篩選各種訊息，包括錯誤的觀念與知識。若是缺乏網路素養的相關教育，青少年極有可能遭遇網路霸凌事件時將無所適從，甚而採取不當回應。過往網路霸凌防治研究多將重點放在傳播網路霸凌認知與教育學生求助管道，但在臨床實務教學中，接受網路霸凌認知教育的青少年依然難以體認網路霸凌的種種負面影響，霸凌者行為少有改變，且受害者也基於種種因素不願意向成人求助。基於以上發現，近年來網路霸凌防治教學研究轉從網路霸凌旁觀者族群切入，由廣大數量的網路使用者集體改變整體事件氛圍，減少傷害，並朝向正面發展。本研究將探討網路霸凌旁觀者行為的行為因素，研究同理心與父母教養風格是否會是網路霸凌旁觀者在事件進行積極行為、消極行為與加強霸凌行為的背景因素，並調查積極行為的自我效能是否影響消極行為與加強霸凌行為，採用問卷法與線上課程對臺灣桃園市中某所國中的137位國二學生進行調查。結果發現：1. 同理心能夠促進旁觀者選擇積極行為。 2. 父母的關心能夠促進旁觀者選擇積極行為並抑制消極行為。 3. 積極行為的自我效能會抑制旁觀者選擇消極行為。其結果表明：同理心與父母教養風格是影響青少年作為網路霸凌旁觀者行為的重要因素，並且在增進旁觀者對積極行為信心時，可以同時降低旁觀者對消極行為的行為動機。 ;Cyberbullying have become more and more serious because of the popularity of the Internet, which has a far-reaching impact on the youth community. The immature mind of teenagers is prone to impulsive speech and behavior in the virtual world with less care and restraint to result interpersonal friction. The openness of Internet also allow teenagers to receive unscreened messages, including misconceptions and knowledge. If there is a lack of education related to online literacy, teenagers will be very likely to be at a loss when they encounter a cyberbullying incident. In the past, the research on cyberbullying focused on the cognition and help pipeline. However, in clinical practice teaching, teenagers who receive cognition education in cyberbullying that most of bully were not change their behavior and victims were reluctant to seek help. Base in the above findings, the study of cyberbullying prevention teaching transfer target to bystanders, using a large number of cyberbullying bystanders to change atmosphere and to reduce hurt for cyberbullying event. This study explores the behavioral factors of cyberbullying bystanders, and investigate whether empathy and parenting styles will be the background factors for cyberbullying bystanders to engage in positive, negative, and bullying behaviors and the self-efficacy of positive behavior affects negative behavior and strengthens bullying behavior. This study used questionnaires and online courses to survey 137 second-year students in a country in Taoyuan City, Taiwan. The results are as follows: 1. Empathy can promote bystanders to choose positive behavior. 2. Parental care can promote bystanders to choose positive behavior and reduce the motivation of negative behavior. 3. The self-efficacy of positive behavior inhibits bystanders from choosing negative behavior. The results show that empathy and parenting style are important factors influencing teenagers’ behavior as cyberbullying bystanders, and at the same time, they can reduce the behavioral motivation of bystanders on negative behaviors.
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