本研究主要研究青少年人格特質、風險信念、利社會行為、家人互動生活與課業覺知與親身受到網路霸凌、周圍受到網路霸凌結構方程模型之研究。研究結果的路徑分析：1.人格特質外向型對象具有高度的利社會行為。2.人格特質外向型和焦慮型的對象都具有高度的風險信念。3.人格特質焦慮型對象親身遭遇的網路霸凌事件與周圍遭遇的網路霸凌事件具有可預測的顯著正相關。直接間接效果分析：1.家人生活互動覺知、家人課業互動覺知、風險信念等因素對於人格特質焦慮型對象與他的周圍網路霸凌事件有間接效果影響。2.家人互動生活覺知、家人互動課業覺知等因素對人格特質焦慮型對象與他的親身網路霸凌事件有間接效果影響。SEM結構的潛在成長模型分析：1.在課業以及在生活方面，男生比女生更高度地依賴家人。男生比女生有更多的利社會行為。女生比男生有更高的比例為焦慮型人格。2.國中二年級的青少年會更清楚自己的人格特質。儘管國中一年級的對象很少有風險信念，當成長到國中三年級的時候有更高度的風險信念。3.生活方面，青少年在國三比國一時更高度依賴家人。

This research is mainly about junior high students’ personality traits on the internet, risk beliefs, socially beneficial behaviors, family interaction, academic awareness and personal perceptions of cyberbully. Path analysis of research results: 1. Extraversion have a high degree of prosocial behavior. 2. Both extraversion and neuroticism have high risk beliefs. 3. The cyberbullying incidents encountered by individuals with neuroticism have a predictably significant positive correlation with the cyberbullying incidents encountered in their surroundings. Analysis of direct and indirect effects: 1. Factors such as family life interaction awareness, family homework interaction awareness, risk beliefs... and other factors have an indirect effect on the neuroticism and their surrounding cyberbullying incidents. 2. Family interactive life awareness, family interactive schoolwork awareness... and other factors have an indirect effect on the neuroticism and the cyberbullying incidents they encountered. The potential growth model analysis of the gender SEM structure of the research results: 1. In terms of schoolwork and daily life, boys are more highly dependent on their families than girls. Boys have more prosocial behavior than girls. Girls have a higher proportion of neuroticism than boys. The potential growth model analysis of the academic year SEM structure of the research results: 1. Teenagers in the second grade of junior high school will be more aware of their personality traits. Although the subjects in the first grade of junior high school rarely have risk beliefs, they have higher risk beliefs when they grow up to the second grade of junior high school. 2. In terms of daily life, teenagers are more dependent on their family members in the third grade of junior high school than in the first grade of junior high school.

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