博碩士論文 104524002 詳細資訊




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姓名 林翰謙(Han-Qian Lin)  查詢紙本館藏   畢業系所 網路學習科技研究所
論文名稱 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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摘要(中) 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。
摘要(英) 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.
關鍵字(中) ★ 網路霸凌
★ 旁觀者
★ 同理心
★ 父母教養風格
★ 自我效能
★ 行為意向
關鍵字(英) ★ empathy
★ parenting style
★ cyberbullying
★ bystanders
★ behavioral
★ Self-efficacy
論文目次 中文摘要 i
Abstract ii
目錄 v
表目錄 ix
圖目錄 x
第一章 緒論 1
1.1 研究背景與動機 1
1.2 研究目的 7
1.3 研究問題 8
1.4 研究範圍與限制 9
1.4.1 研究變項的限制 9
1.4.2 研究對象及研究推論的限制 9
1.5 重要名詞解釋 10
1.5.1 青少年 10
1.5.2 網路霸凌 10
1.5.3 網路霸凌旁觀者 10
1.5.4 霸凌行為 10
1.5.5 積極行為 10
1.5.6 加強霸凌行為 10
1.5.7 消極行為 11
1.5.8 父母教養風格 11
1.5.9 同理心 11
1.5.10 網路霸凌旁觀者的自我效能 11
第二章 文獻探討 12
2.1 網路霸凌與網路霸凌旁觀者 12
2.1.1 網路霸凌的定義 12
 表2.1.1各個研究對網路霸凌的定義 13
2.1.2 網路霸凌的現況 15
2.2 網路霸凌旁觀者行為 18
2.3 網路霸凌旁觀者與同理心 22
2.3.1 同理心 22
2.3.2 網路霸凌與同理心 23
2.4 父母教養風格與網路霸凌 24
2.4.1 家長與網路霸凌 24
2.4.2 父母教養風格的定義 24
2.4.3 父母教養風格與網路霸凌 25
2.5 網路霸凌旁觀者的行為意向 27
2.6 網路霸凌旁觀者的自我效能 28
2.7 情境式學習 29
2.8 小結 30
第三章 研究方法 31
3.1 研究工具 31
3.1.1 同理心問卷 31
3.1.2 父母教養風格問卷 31
3.1.3 網路霸凌旁觀者的自我效能問卷 32
3.1.4 網路霸凌旁觀者的行為意向問卷 32
3.1.5 網路霸凌旁觀者的行為選擇問卷 33
3.1.6 過往文獻相關資料檢驗 34
3.2 研究架構 35
3.2.1 自變項 35
3.2.2 依變項 35
3.3 研究對象 37
3.4 研究流程與步驟 38
3.5 分析方法 40
3.5.1 描述性統計 40
3.5.2 相關分析 40
3.5.3 線性迴歸分析 40
3.5.4 獨立樣本T檢定 40
第四章 教材設計 41
4.1 分析學習需求與目標 41
4.2 設計主要內容與過程 43
4.3 發展學習內容與細節 45
4.3.1 人物設定 45
4.3.2 教學與劇情流程圖: 45
4.3.3 畫面構成: 48
4.3.4 故事詳細劇情: 55
4.4 實施教材 57
4.5 評估教材效果與內容 58
第五章 結果與討論 61
5.1 研究對象分析 61
5.2 網路霸凌情境式教材成效分析 66
5.3 積極行為的自我效能分析 68
5.4 同理心對自我效能及行為意向分析 70
5.5 父母教養風格對自我效能及行為意向分析 73
5.6 結果總結 75
第六章 結論與建議 77
6.1 研究結論 77
6.1.1 網路霸凌情境式教材的效果 77
6.1.2 積極行為的自我效能與行為意向的關係 77
6.1.3 同理心對網路霸凌旁觀者的影響 78
6.1.4 父母教養風格對網路霸凌旁觀者的影響 78
6.1.5 結論總結 79
6.2 研究建議 81
6.2.1 網路霸凌情境式教材 81
6.2.2 網路霸凌旁觀者行為模型 82
6.3 未來研究 84
參考文獻: 85
附錄一 多倫多同理心問卷 100
附錄二 父母教養風格問卷 101
附錄三 網路霸凌旁觀者的自我效能問卷 錯誤! 尚未定義書籤。
附錄四 網路霸凌旁觀者的行為意向問卷 104
附錄五 網路霸凌旁觀者的行為選擇問卷 106
附錄六 過往文獻問卷內容 107
附錄七 網路霸凌情境式教材劇本 110
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指導教授 黃芸茵 劉晨鐘(Yun-yin Huang Chen-Chung Liu) 審核日期 2018-11-23
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