Cognitive Differences towards Bullying Behavior in Junior High School Physical Education Class-From the Perspective of Neutralization Theory

• Main Authors: Hsiao,Shao-Ho, 蕭少禾
• Other Authors: Chou‚Chien-Chih
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/n367af

碩士 === 臺北市立大學 === 運動教育研究所 === 105 === Purpose: The purpose of this study was to explore whether or not neutralization skill was a mediating variable for perceived bullying behavior in classroom contexts. Method: With a junior high school athlete specialist class and a general class as research participants, 400 questionnaire copies were distributed. Among them, 374 questionnaires were administrated, and 351 questionnaires were valid questionnaires. Through the path analysis method, the effect of the mediating variable was explored. Results: 1. The athlete specialist class showed higher identity than the general class, reaching significant difference; 2. The athlete specialist class’s perceived bullying behavior was lower than that of the general class, also reaching significant difference; The higher the class identity, the lower the perceived bullying behavior, thus leading to higher susceptibility to bullying behavior; 4. The neutralization theory is not a mediating variable but a moderator variable. Conclusion: The results in this study will allow physical education teachers, students, and coaches to gain an insight into problems that will possibly arise. Recommendations were proposed to serve as a reference for relevant units and schools with athlete specialist classes in order to prevent deviant bullying behavior due to student athletes’ need to pursue achievement.