The Relationship among Peer Relationship, Teacher-Student Relationship, Emotional Intelligence, and Bully Behavior in Junior High School Students.

• Main Authors: Chi, Ni-Ti, 紀妮玓
• Other Authors: 田秀蘭
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/68147613656987943344

碩士 === 國立臺灣師範大學 === 教育心理與輔導學系 === 102 === The purpose of the study was to explore the differences and correlations among peer relationship, teacher-student relationship, emotional intelligence, and bully behavior in junior high school students under demographic backgrounds. In addition, the study aimd to construct a bully behavior model and to validate the appropriateness of the model applying to junior high school students in Taiwan. Participants were 894 junior high school students (Male=435; Female=459) from 8 schools in Taiwan, grade 7 to 9. They completed the Peer Relationship Scale, Teacher-Student Relationships Scale, Inventory of Adolescent Emotional Intelligence, and Bullying Behavior Scale. Data collected was analyzed by MANOVA and SEM. The conclusions of this study showed that: 1. There were significant differences in junior high school students’peer relationships in different genders, grades, and SES. 2. There were significant differences in junior high students’ teacher-student relationships in different grades. 3. There were significant differences in junior high students’ emotional intelligence in different genders, grades, and SES. 4. There were significant differences in junior high students’ bully behavior in different genders and grades. 5. The model proposed to describe the causal relationship among emotional intelligence, teacher-student relationship and bully behavior was completely supported by the data in this study. Findings in this study were discussed and implications for practice and further research were provided.