A Study of School Adjustment And Bullying Behaviors Among 5th- And 6th-Grade Students Of Resource Room

• Main Authors: Lin, Wei-Ting, 林偉婷
• Other Authors: Hou,Chen-Tang
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/29739796117532346311

碩士 === 國立臺中教育大學 === 特殊教育學系碩士在職專班 === 100 === The main purpose of this study was to explore school adjustment and bullying behaviors of 5th- and 6th-grade students of resource room. First, this study tested the differences among school adjustment, bullying behaviors in different background. Next, it investigated the relationship among school adjustment, and bullying behaviors, and explored the prediction of bullying behaviors on school adjustment. This study used survey with a total of 399 students, randomly selected from 5th- and 6th-grade students of resource room in Taichung. It was completed with the instruments including “School Adjustment Scale”, “Bullying Scale”, and “Bullied Scale.” The statistical methods used to analyze the data were t-test, ANOVA, Pearson's Correlation, and Multiple Regression Analysis. The findings of this study are summarized as follows: 1. The school adjustment of 5th- and 6th-grade students of resource room is above the average. The school adjustment of rules adjustment is the best, the adjustment of peer relationship is worse. 2. “Verbal bullying” happens most on the campus, while “relational bullying”occurs least on the campus；“Verbal victimization” happens most on the campus, while “physical victimization” happens least on the campus. 3. There were no significant differences on grade level and family SES about students’ school adjustment, bullying others and being bullied . 4. There were significant differences on gender and disabilities about students’ school adjustment and bullying others concerning. About school adjustment, girls is better than boys, students with learning disabilities and physically challenged students is better than students with emotional and behavioral disorders; about bullying others, boys is higher than girls, students with emotional and behavioral disorders is higher than students with learning disabilities and physically challenged students. There was no significant difference on gender and disabilities about being bullied. 5. The correlation between bullying behaviors and school adjustment is negative. Significant negative correlation among all factors of bullying others and rules adjustment, learning adjustment, student-teacher relationship were found; significant negative correlation among all factors of being bullied and learning adjustment, peer relationship, rules adjustment were found. 6. According to the Multiple Regression Analysis, rules adjustment and learning adjustment can negatively predicate bullying others; rules adjustment and peer relationship can negatively predicate being bullied behaviors. Based on the findings, the related suggestions were provided for schools, teachers, and future research.