Factors Affecting Bystander Intervention Towards School Bullying

• Main Authors: LU, CHIEN-HUNG, 呂建宏
• Other Authors: Dr. JOU,SU-SYAN
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/89560230408822973808

碩士 === 國立臺北大學 === 犯罪學研究所 === 102 === This research will examine the factors influencing bystander intervention concerning school bullying. With the aim to investigate varying bystander behavioral responses to bullying, we will delve specifically into two determinants, which are divided into personal and situational factors. Through looking into these factors, we not only hope to gain insights into the role of bystanders, whether or not they contribute to the problem or to the solution, we also want to develop strategic plans and recommendations to preclude potential school bullying. Furthermore, this paper places a strong emphasis on that bystanders can truly play a pivotal role in the prevention of bullying at school. To obtain data, questionnaires were given to a convenience sample of 1,060 junior high school students. The title of the questionnaire is named as ‘Assessing the current state of school bullying.’ The questionnaire is comprised of five sections: personal details, level of empathy, experience with the bully, the bullied and the bystander, level of satisfaction associated with bullying interventions at school, as well as, a quiz on school bullying. After data collection, a variety of statistical analysis such as descriptive statistics, chi-squared test, regression analysis and factorial ANCOVA were performed to show results as follow: 1. Current state of school bullying: 1.1. 20% of junior high school students have beenbullied at school and 66% of these students will encounter repetitive bullying. 1.2. 24% of junior high school students have bullied others and 65% of these students will continue to bully repetitively. 1.3. Virtually 50% of junior high school student have involved in school bullying as a bystander and 80% of these students have been bystanders multiple times in different bullying events. 1.4. 40% of junior high school students are satisfied with how their school manages bullying, only 10% of students are unsatisfied. 1.5. Majority of these junior high school students as bystanders will act as defenders for the victimized students. 2. Relationship between personal factors and bystander intervention: 2.1. Male bystanders are often supporters of the bully, whereas female bystanders are commonly defenders for the bullied. 2.2. Academic achievement is not directly related to bystander behavioral response. 2.3. Students who have scored low on the EQ (empathy quotient) testwill have a higher tendency to become followers or supporters of the bully. 2.4. Students who are satisfied with how school manages bullying, tends to become defenders of the bullied. 2.5. Students who have experienced bullying or were a bystander are the least satisfied with how school handles bullying. 3. Relationship between situational factors and bystander intervention: 3.1. Retaliation after reporting bullying does not affect bystander intervention. 3.2. In the event of the bullying, if the responsibility is directed at the victimized student, bystanders will be less likely to intervene positively. 3.3. There is a higher tendency that bystanders will become defenders for the bullied, if they have a good relationship. 3.4. In the case of an emergency, bystanders will be less likely to become defenders of the victim if there are more than four people around at the incident.