國中學生同儕攻擊者之社會訊息處理歷程研究

莊季靜

摘要

本研究旨在探討不同類型之同儕攻擊的國中學生在性別以及其社會訊息處理歷程上的差異。本研究根據Crick 與Dodge(1994)所提出之社會訊息處理模式－包括線索編碼、線索解釋、目標設定、反應建立與反應決定等五個步驟，以及對情境的痛苦感受，探討同儕攻擊者對於被激怒情境的社會訊息處理歷程，並加入利社會行為者以對照社會訊息處理歷程差異之處。本研究以台北縣市三所國中七八年級學生共932人（男生471人，女生461人）為研究對象。研究工具包括「學生社交行為量表」、「社會問題解決量表」以及「社會情境故事—圖畫版」。量表資料以卡方考驗、單因子變異數分析、單因子多變量分析等統計方法加以處理。本研究結果為：（一）國中學生在同儕攻擊類型上有性別差異：外顯攻擊的男生多於女生，關係攻擊的女生多於男生，兼具外顯與關係攻擊者的男生多於女生；（二）三種類型之同儕攻擊者在社會訊息處理歷程中，於痛苦感及反應決定上有顯著差異；（三）同儕攻擊者與利社會行為者在社會訊息處理歷程中，於線索編碼、線索解釋、反應決定等步驟以及痛苦感受上有顯著差異。最後研究者依據研究結果對學校、教師以及未來研究提出具體建議。

關鍵字：同儕攻擊、外顯攻擊、關係攻擊、兼具外顯與關係攻擊、
青少年、社會訊息處理

Social Information Processing of Peer Aggressors in
Junior High School Student
Chi-Ching Chuang
Abstract
The purposes of the study are to understand the gender differences in the three types of peer aggressors and to compare the differences among the peer aggressors and the prosocial adolescents in social information processing(SIP). According to the social information-processing model brought up by Crick and Dodge(1994), 5 steps of the SIP model were examined in the study - “encoding of cues”, “ interpretation of cues”, “clarification of goals”, “response construction”, and “response decision” . In addition to these 5 steps, the assessment of “ feeling of distress” was included to understand the aggressors’ feelings. The sample consists of 932 7th and 8th grade students from 3 junior high schools in Taipei, Taiwan. The instruments used in the study were “Student’s Social Behavior Scale”, “Social Problem Solving Scale”, and “Social Situational Story—Picture Version”. Chi-square test, one-way ANOVA, and one-way MANOVA were used to analyze the deta. The main findings of the study are as the follows:
1. On the types of peer aggression, gender differences in peer aggression are statistically significant . There are more overt aggressive boys than girls, more relational aggressive girls than boys, more both overt and relational aggressive boys than girls.
2. Among the three types of aggressors, significant differences are shown in the step of “response decision” and in the “feeling of distress”.
3. There are significant differences between the peer aggressors and the prosocial adolescents in the steps of “encoding of cues”, “interpretation of cues”, and “response decision ”.
Finally, some suggestions are provided for the school , the teachers, and for the future research.
KEY WORDS: aggression, overt aggression, relational aggression,
both overt and relational aggression, adolescents, social-information processing

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