A Study on the Effect of the Relationship between Elementary School upper Grader’s Bullying Experiences and Student’s Personality Traits and Well-being

• Main Authors: Chia-Hsien Lin, 林佳賢
• Other Authors: Kuen-Hwang Yu
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/90433759218200074037

碩士 === 國立嘉義大學 === 教育學系研究所 === 105 === Abstract This paper investigates the experiences of school bullying, personality traits and well-being on the upper grades of elementary school students. In 2016, a total of 606 questionnaires were sent out to students studing in Elementary School in the Taichung City region. From these 606 questionnaires, a total of 520 completed questionnaires were collected for further statistical analysis such as: descriptive statistics, frequency distribution, independent sample t-test, one way ANOVA, and the Pearson product-difference correlation analysis. The results are summarized as below: 1. Elementary school children still have experience of bullying on campus, and it is mostly associated with verbal bullying. 2. School students’ personalities traits tend to be agreeableness. 3. Most of the students surveyed were happy with their lives at school. Among them, "emotional well-being" is the highest. 4. Boys are more likely experience bullying. Children from single-child families experienced more verbal bullying, relational bullying, sexual bullying, and cyber bullying. 5. Boys showed greater levels of extroversion, and girls demonstrated more good natured traits such as self-discipline. Students with higher socio-economic family status demonstrated greater levels of extraversion, intelligence, and openness. 6. Girls had a higher levels of well-being than boys. Students with higher socio-economic family status demonstrated greater levels of well-being. 7. There was a positive correlation between school bullying experience, neuroticism and extraversion. Bullying was negatively correlated with agreeableness and conscientiousness. 8. School bullying experience in schools is significantly negatively correlated with the students’ well-being. Specific recommendations for educational institutions, counselors, and future research, can reference the results of this study.