| 關 鍵 詞： |
霸凌；學習成就；潛在成長模式 |
| 中文摘要： |
國中生長時間被霸凌變化對學習成就的影響值得探討。本研究以基隆市國中生學習狀況資料庫的資料，分析 3,367 名學生在五學期霸凌變化軌跡，並瞭解被霸凌變化對學習成就影響。本研究透過積差相關係數、單因子重複量數的變異數分析、迴歸分析與潛在成長模式分析，研究顯示：國中生在五學期的被霸凌變化軌跡呈現直線下滑，七年級下學期被霸凌最多，九年級下學期被霸凌最少，除了九年級上下學期被霸凌沒有明顯差異之外，各學期之間都有明顯差異。學生在七年級下學期被霸凌留有陰影，到九年級下學期學習成就有負面影響；國中生在五學期被霸凌變化對九年級下學期學習成就也有負面作用。本研究特色在於發現，基隆市國中生被霸凌呈直線下滑，代表被霸凌隨著學期往後愈來愈少；學生先前被霸凌以及各學期被霸凌變化對學習成就都有負影響。建議學校及教師應提出改善霸凌策略。
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| 英文關鍵詞： |
bullying；learning achievement；latent growth modeling |
| 英文摘要： |
The impact of changes in bullying on academic achievement during growing up years in junior high school is worth exploring. The purpose of this study is to employ data from the learning status database of junior high school students in Keelung City to analyze the trajectory of bullying changes among 3,367 students in the five semesters, and to understand the impact of changes in being bullied on academic achievement. This study was performance by product-difference correlation coefficients, repeated measures analysis of variance, regression analysis and latent growth modeling analysis. The study showed that the trajectory of junior high school students being bullied in the fifth semester showed a straight decline, and in the second semester of seventh grade students were bullied the most, and the students were bullied the least in the second semester of ninth grade. Except that there was no significant difference in bullying between the first and second semesters of ninth grade, there were significant differences between the semesters. Students being bullied in the second semester of seventh grade had a negative impact on their academic performance in the second semester of ninth grade. The changes in junior high school students being bullied in the fifth semester also had a negative impact on their academic performance in the second semester of ninth grade. The characteristic of this study was that it was found that bullying among junior high school students has declined in a straight line, which meant that bullying among junior high school students in Kee-Lung City has become less and less as the semester goes on; students’ previous bullying and changes in bullying in each semester had a negative impact on academic achievement. It is recommended that schools and teachers should propose strategies to improve bullying.
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| 目 次： |
壹、緒論
一、研究動機
二、研究目的與問題
貳、文獻探討
一、霸凌的意義與霸凌因素之探討
（一）霸凌的意義
（二）霸凌的理論與有關因素
二、國中生被霸凌變化之可能走向
三、被霸凌與學習成就的相關研究
參、研究設計與實施
一、研究架構與研究假設
二、變項的定義
三、研究工具
四、資料來源
五、分析策略
肆、研究結果與討論
一、五學期被霸凌與學習成績之描述統計和相關程度
二、國中生五學期被霸凌變化情形
三、國中生在五學期被霸凌的差異情形
四、國中生的被霸凌成長對於學習成就影響之模式結果
五、綜合討論
伍、結論與建議
一、結論
二、建議
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