程景琳Cheng, Ching-Ling林苡彤Lin, Yi-Tung2019-08-282010-7-12019-08-282009http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0595012117%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/90793本研究旨在探討國中八年級學生不同關係攻擊角色（加害者、受害者、加害與受害兼具者、未涉入者）在規範信念、同理心、人際衝突因應策略上的差異，也探討國中八年級學生的不同關係攻擊角色是否有性別差異。本研究以台北縣、市四所國中八年級學生為研究對象，共計964人（男生498人，女生466人）。使用的研究工具包括「關係攻擊同儕提名問卷」、「關係攻擊受害經驗量表」、「同理心量表」及「規範信念與人際衝突因應策略情境式量表」。調查所得資料以卡方考驗、t考驗、多元逐步迴歸等統計方法處理。研究結果發現：（一）國中學生在關係攻擊角色上有部分性別差異，關係攻擊加害者、加害與受害兼具者的人數為女生多於男生，未涉入者則是男生多於女生；（二）國中生不同關係攻擊角色的規範信念有顯著差異；（三）國中生不同關係攻擊角色的同理心有部分差異；（四）國中生不同關係攻擊角色在人際衝突因應策略上有部分差異；（五）國中生的規範信念、同理心及人際衝突因應策略的表現，可以有效預測其關係攻擊加害及受害程度。最後，研究者依據研究結果對教育及未來研究提出具體建議。The main purpose of this study was to investigate how the relationally aggressive and the relationally victimized adolescents differed from their counterparts of non-relational-aggression-involvement in terms of normative beliefs, empathy, and interpersonal coping strategies. Four types of relational-aggression involvement were classified in this study: aggressor, victim, both aggressor and victim, and non-participant. In addition, the gender differences among the four types of relational-aggression involvement were examined in this study. The sample consisted of 964 8th grade students (498 boys and 466 girls) from four junior high schools in Taipei area. The instruments used in this study included Relational Aggression Questionnaire – Peer Nomination, Victimization Experiences of Relational Aggression – Self Report Scale, The Interpersonal Reactivity Inventory, and The Questionnaire of Normative Beliefs about Relational Aggression and Interpersonal Coping Strategies. The data were analyzed by Chi-square, t-test, and Multiple Stepwise Regression. The main findings of this study were as follows: 1. In the type of relational aggressor and the type of both aggressor and victim, there were more girls than boys. However, in the type of non-participant, there were more boys than girls. 2. There were significant differences among the adolescents of different types of relational-aggression involvement in terms of normative beliefs. 3. There were partly significant differences among the adolescents of different types of relational-aggression involvement in terms of empathy. 4. There were partly significant differences among the adolescents of different types of relational-aggression involvement in terms of interpersonal coping strategies. 5. The variables of normative belief, empathy, and interpersonal coping strategy could predict the extent of relational aggression and relational victimization. Finally, based on the findings, some suggestions for education and future research were proposed.關係攻擊規範信念同理心人際衝突因應策略relational aggressionnormative beliefsempathycoping strategies