| Summary: | 碩士 === 國立彰化師範大學 === 教育研究所 === 93 === The main purpose of this study was to explore social skills, bullying behaviors, and school adjustment of junior high school students and to investigate the relationship among social skills, bullying behaviors, and school adjustment.
A total of 836 students, randomly selected from junior high schools in central Taiwan, completed the instruments used in the study including "Social Skills Scale","Bullying Scale", “Victimization Scale", and “School Adjustment Scale.” The statistical methods used to analyze the data were t-test, One-way ANOVA, Pearson's Correlation, Canonical Correlation, Discriminate Analysis, and Multiple Regression Analysis.
The findings of this study are summarized as follows:
1.The social skills of junior high school students is high
on average.
2.“Verbal bullying” happens most on the campus, while
“physical bullying” happens least on the campus.
3.“Verbal victimization” happens most on the campus,
while “physical victimization” happens least on the
campus.
4.The school adjustment of junior high school students is
high on average.
5.There were significant differences in students’ social
skills, bullying behaviors, patterns of bullying
behaviors, and school adjustment concerning gender.
6.There were significant differences in students’ bullying
and school adjustment concerning grade level. There were
no significant differences in students’ social skills,
victimization and patterns of bullying behaviors
concerning gender level.
7.There were significant differences in students’ patterns
of bullying behaviors regarding school adjustment.
8.There were significant correlations among social skills,
bullying behaviors, and school adjustment of junior high
students. The correlation between social skills and
bullying behaviors is negative, and the correlation
between social skills and school adjustment is positive.
9.According to Canonical Correlation, significant negative
correlation among cooperation, self-control and all
factors of bullying were found; significant positive
correlation between all factors of social skills and all
factors of school adjustment were found; significant
negative correlation among all factors of bullying and
rules adjustment, learning adjustment, student-teacher
relationship, attitudes toward school were found；
significant negative correlation among all factors of
victimization and peer relationship were found.
10.According to Discriminate Analysis, social skills can
distinguish the different roles in bullying behaviors.
11.According to the Multiple Regression Analysis, social
assertiveness can positively predicate bullying,
cooperation and self-control can negatively predicate
bullying; cooperation can negatively predicate
victimization.
12.According to the Multiple Regression Analysis, social
assertiveness, cooperation, and self-control can
positively predicate school adjustment; physical
bullying, verbal bullying, and verbal victimization can
negatively predicate school adjustment.
Based on the findings, the related suggestions were
provided for students, schools, teachers, and future research.
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