本研究目的為探討國中青少年知覺家長、導師及學校行政人員處理校園霸凌事件的方式，與其作為旁觀者反應行為的關係。研究基於生態系統理論中多層次環境因素的影響，以及社會認知理論中觀察學習及模仿對行為形塑的重要性，採用量化研究方法，透過問卷調查蒐集資料，分析青少年知覺成年對霸凌處理方式及其旁觀反應間的關聯。研究方法部分，先以獨立樣本T檢定 (Independent Samples t-Test)及單因子變異數分析 (One-Way ANOVA)，檢驗個人背景變項與旁觀反應間的差異；再進行皮爾森相關分析(Pearson Correlation)，以檢測各變項之間的關聯性；最後，運用多元迴歸分析(Multiple Regression Analysis)，控制個人背景因素後，驗證青少年知覺家長、導師及學校行政人員處理霸凌事件方式對其旁觀反應之影響力。研究結果發現，當青少年知覺成年人採取積極且具建設性的處理方式時，則傾向展現正向的旁觀反應，主動伸出援手；但若成年人對霸凌事件漠視、不處理時，則青少年會展現助長威勢的旁觀反應，顯示了家長、導師及學校行政人員在霸凌防制工作中的關鍵角色，凸顯三方協同合作的重要性。本研究結果有助於理解影響學生旁觀反應的因素，為未來相關研究提供重要的實證基礎，同時，可作為學校推動反霸凌教育的實務參考，以期促進健康和安全的校園環境。

The purpose of this study was to examine the relationship between the ways in which middle school adolescents perceive parents, teacher, and school administrators to handle bullying incidents in schools and their behavioral responses as bystanders. Based on the influence of multilevel environmental factors in ecosystem theory and the importance of observational learning and imitation in behavioral shaping in social cognitive theory, the study adopted a quantitative research methodology to collect data through a questionnaire survey to analyze the relationship between adolescents' perceived adults’ handling of bullying and their bystander responses.In terms of methodology, Independent Samples T-Test and One-Way ANOVA were used to examine the differences between individual background variables and bystander responses, followed by Pearson Correlation to examine the correlation between variables. Finally, Multiple Regression Analysis (MRA) was used to examine the influence of adolescents' perceptions of their parents', teachers' and school administrators' handling of bullying incidents on their bystander responses, controlling for individual background factors.The results showed that adolescents were more likely to exhibit positive bystander responses and to reach out for help when they perceived that adults handled the bullying incident in a positive and constructive manner. Conversely, adolescents were more likely to reinforcer responses when adults were indifferent to bullying and failed to intervene. This finding demonstrates the critical roles of parents, teachers, and school administrators in bullying prevention and highlights the importance of collaboration among all three parties. The results of this study help to understand the factors affecting students' bystander responses, provide an important empirical basis for future research, and serve as a practical reference for schools to promote anti-bullying education with the aim of fostering a healthy and safe school environment.

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