師生關係、同儕關係與學生的霸凌旁觀者行為之關聯：防禦動機的中介角色

Students’ Relationships and Bystander Behavior in School Bullying: The Mediating Role of Defensive Motivation

本研究探討師生和同儕關係如何影響處理霸凌時的旁觀者行為，並分析自主與外在動機在其中的中介角色。本研究的對象是高中生，預試階段共有227人參與，分別來自北部一所學校和中部四所學校；正式階段則有448人參與，來自嘉義一所學校、苗栗三所學校和新竹一所學校。研究工具包括四個量表，分別測量師生關係、同儕關係、防禦動機和旁觀者行為。研究採用結構方程模式分析方式，探討各變項之間的關係。研究結果顯示，當師生和同儕關係都良好時，學生能感受到正向情感支持，更不傾向助長霸凌行為。同儕關係透過自主動機進一步與防禦者行為產生正向關聯，而師生關係則透過自主動機進一步與局外者行為產生負向關聯。然而學生的外在動機並未在上述旁觀者行為中起到中介作用效果。本研究探討師生關係和同儕關係兩個社會支持環境是如何透過自主動機影響旁觀者對霸凌事件的處理方式，不僅為霸凌相關研究提供新的視角，也為學校反霸凌工作提供實證證據和建議。

 

This study delved into the intricate dynamics of how teacher–student and peer relationships influence bystander behavior in school bullying scenarios, with particular emphasis on the roles of intrinsic and autonomous motivation as potential mediating factors. This research meticulously examined the independent effects of these relationships on students’ responses to bullying incidents and their collective impact, aiming to enhance the comprehension of intervention mechanisms and strengthen anti-bullying programs within educational institutions. By focusing on these intertwined relationships, this study aimed to uncover the subtleties of these dynamics and offer deeper insights into more effective intervention strategies.

The research design employed a comprehensive sampling strategy, whereby 227 high school students were initially recruited and the sample size was subsequently expanded to 448 participants, ensuring robust statistical power and representativeness. To conduct this study, four meticulously validated measurement instruments were utilized: the Teacher–Student Relationship Scale, Peer Relationship Assessment, Autonomous and Extrinsic Motivation Inventory, and Bystander Behavior Evaluation Tool. Statistical analysis was performed using structural equation modeling through Mplus V6, which enabled a sophisticated examination of direct and indirect relationships among the variables. This thorough approach facilitated an in-depth understanding of the intricate dynamics at play, providing valuable insights into the independent and collective influences of teacher–student and peer relationships on bystander behavior in school bullying situations.

These findings revealed nuanced relationships among the variables. Teacher–student relationships demonstrated a negative indirect effect on bystander behavior through intrinsic motivation while exhibiting a positive influence on defender behavior, suggesting that strong teacher–student bonds may encourage active intervention rather than passive bystanding. This study discovered that positive peer relationships significantly impacted bystander behavior through multiple pathways. Specifically, students embedded in supportive peer networks received enhanced emotional support and social recognition, which diminished their propensity to reinforce bullying behavior. These positive peer connections facilitated spontaneous assistance to victims and, consequently, reduced the likelihood of adopting a passive bystander role, further indicating the multifaceted benefits of fostering supportive peer environments in educational settings.

Interestingly, while peer relationships exhibited no mediation effect through autonomous motivation, they demonstrated a stronger overall influence on bystander behavior than teacher–student relationships. The study found that both types of relationships were instrumental in creating a supportive school climate that actively discourages bullying. Peer relationships were shown to have a positive indirect effect on defender behavior through intrinsic motivation, whereas both relationship types displayed negative indirect effects on bystander behavior via the same mechanism. This indicated that supportive peer connections, although not mediated by autonomous motivation, played a crucial role in influencing students’ proactive responses to bullying. This underscored the importance of nurturing teacher–student and peer relationships in educational settings to foster a more empathetic and interventionist student body.

The findings of this study highlight that autonomous motivation did not serve as a mediating factor between either type of relationship and bystander behavior, contrary to the initial hypotheses. This unexpected result indicates the need for further investigations into alternative mediating mechanisms. Future research should not only explore the role of individual personality traits, family dynamics, personal value systems, and moral reasoning in shaping bystander behavior but also consider the broader social and environmental contexts that may influence these interactions. Understanding these complex dynamics is crucial to provide invaluable insights for developing more effective anti-bullying interventions. Such comprehensive insights will ultimately help create a more supportive and proactive educational environment in which students are empowered to stand against bullying behaviors and promote a culture of empathy and respect.

The practical implications of these findings underscore the importance of fostering positive relationships within educational settings. Educators should concentrate on enhancing students’ autonomous motivation by promoting empathy and implementing emotional support programs. Building robust teacher–student bonds and facilitating positive peer interactions are essential strategies that can significantly strengthen students’ capacity to resist and intervene in bullying situations. Furthermore, implementing comprehensive media campaigns and public education initiatives can play a pivotal role in raising awareness and promoting active defense behaviors, ultimately contributing to a reduction in bullying incidents. These coordinated efforts are indispensable in creating a more equitable and harmonious social environment that protects the dignity and safety of all individuals. By nurturing positive relational dynamics and a culture of empathy and support, educational institutions can make substantial strides toward mitigating bullying behaviors and ensuring a safer and more inclusive community for everyone.