| Summary: | 碩士 === 國立中正大學 === 教育學研究所 === 101 === In recent years, the relevant researches on bullying mainly focused on the school adjustment, family function and personality traits ,but seldom discussed the influence of the gender roles and the sense of belonging to class on bullying. This study investigated the influence of students’ sex typing, gender traits and the sense of belonging to class on the bullying actions. In order to accomplish this goal, a questionnaire survey was used. Total of 1303 students from 12 public elementary schools in Yunlin County were asked to complete the surveys. The responses were then analized by multiple regressions. The main findings were as below:
1. There is no interaction about gender and sex typings on bullying behaviors and suffering bullying
experience.
2. Boys face more situations than girls on bullying behaviors and suffering bullying experience.
3. ”masculine” and “undifferentiated” have more bullying behaviors than “androgynous” and “feminine”.
4. In gender traits, “Independent self-confident masculinity” have a significant negative correlation with
most of bullying behaviors. ” brave disposable masculinity” have a significant positive correlation with a
small part of bullying behaviors. Femininity including “warm tender femininity” and “emotional sensitive
femininity” have a significant negative correlation with most of bullying behaviors.
5. There is significant predictability of gender traits and the sense of belonging to class on bullying
behaviors. The predictive power is approximately 16.3%. Among the five variables that predict bullying
behaviors, ” brave disposable masculinity” demonstrating the highest predictability, followed by “Invest
in the environment”, “teacher-student interaction”, “warm tender femininity” and ”Getting along with
peer”.
6. There is significant predictability of gender traits and the sense of belonging to class on suffering
bullying experience. The predictive power is approximately 7.0%. Among the variables that predict
suffering bullying experience, ”Getting along with peer” demonstrates the main predictability. In relaxed
definition, “emotional sensitive femininity”, “teacher-student interaction” ,and ”brave disposable
masculinity” can also predict suffering bullying experience.
At the end, some suggestions provided in this thesis ,based on the results of this study, can be references to school teachers, parents and subsequent researches.
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