A Study of Relationships between the Student Perceptions of the Management in Student Affairs and the Behaviors of Campus Bullying in Junior High Schools , Taiwan

• Main Authors: Liu, Chien-Ho, 劉建和
• Other Authors: Wei, Wei-Tang
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/31023725667661807444

碩士 === 中臺科技大學 === 文教事業經營研究所 === 102 === The purpose of this study was to explore the relationships between student perceptions of the management in student affairs and the behaviors of campus bullying in junior high schools. The questionnaire survey was used in the study and 510 participants were, through stratified samplings, selected randomly from the students of junior high schools including northern, central, southern, and eastern areas in Taiwan. A total number of 474 students responded to the questionnaires. The data collected from the questionnaires were analyzed using descriptive statistics, independent-samples t test, one-way analysis of variance (ANOVA), the Pearson's product-moment correlation, and multiple regression analyses. The conclusions of this study were listed as follows: 1. The student perceptions of the management in student affairs reach mediate-high degree; among them life education is the highest, followed by personnel management of student affairs, and then life management. 2. Student bullying behaviors are low degree with high ratio, the commonest type of campus bullying is language bullying, followed by physical bullying, relative bullying, anti-sex bullying, sex bullying, and then cyberbullying. 3. Significant differences exist in the perceptions of administrative managemet in student affairs by different areas, grades, academic achievements, and home economics. Significant differences are also found in campus bullying by different gender, grades, academic achievements, and home economics. 4. Perceptions of administrative management in student affairs are negatively related to the campus bullying. 5. The implement of school regulations is most predictable of campus bullying, followed by life management; and classroom management is not predictable of campus bullying. Finally, based on the findings of studies, some suggestions were made for school administration, classroom teachers, and future studies to decrease campus bullying.