本研究目的旨在探討國小高年級學生嘲笑風格、霸凌經驗、與創造力傾向之間的關係，採用問卷調查研究方法，以國小五六年級學生為研究對象，採用「中文版嘲笑風格量表」、「國小學童人際經驗量表」、及「威廉斯創造力傾向量表」進行資料蒐集。茲將主要研究發現分述如下：
一、 國小高年級學童霸凌受害經驗比霸凌加害經驗多，其中以口語加害、肢體
受害為最多；受害者也是加害者佔受害者比例的兩成。
二、國小高年級學童的嘲笑風格、創造力傾向與校園霸凌經驗的性別差異如下：
（一）怕被笑者，女生多於男生；喜被笑、喜笑人，男生多於女生；
（二）創造力傾向上皆無明顯性別差異；
（三）校園霸凌各類型皆是男生多於女生，關係霸凌則無顯著差異。
三、 國小高年級學童的校園霸凌經驗、嘲笑風格與創造力傾向的相關性如下：
（一）嘲笑風格與創造力傾向：怕被笑與冒險性、挑戰性有低度負相關，與想像力則有低度正相關；喜被笑與創造力傾向皆有低度到中度的正相關；喜笑人與想像力有低度正相關，與挑戰性有低度負相關。
（二）校園霸凌經驗與創造力傾向：霸凌加害與好奇性、想像力有低度正相關；霸凌受害與創造力傾向、冒險性、好奇性、想像力與低度正相關。
（三）嘲笑風格與校園霸凌經驗：怕被笑、喜被笑、喜笑人皆與霸凌經驗有低度的正相關，尤以喜笑人與霸凌加害有中度的正相關。
四、 創造力傾向在嘲笑風格與校園霸凌經驗間的中介效果如下：
（一）想像力與挑戰性會在怕被笑與霸凌加害之間產生部分中介效果；想像力會在怕被笑與受害間產生部分中介效果。
（二）想像力與挑戰性會在喜被笑與霸凌加害之間產生部分中介效果；好奇性、想像力、挑戰性會在喜被笑與霸凌受害間產生部分中介效果。
（三）挑戰性會在喜笑人與霸凌加害之間產生部分中介效果；想像力會在喜笑人與霸凌受害間產生部分中介效果。

最後，根據本研究結果加以討論，並提供國小高年級教師以及未來研究上的具體建議，以做為後續教育及未來研究的參考。

The purpose of this study is to explore the relationship among PhoPhiKat, school bullying, and creativity tendency in senior pupils of elementary school. This research also examines creativity tendency mediate effects on PhoPhiKat and school bullying. The research method is survey techniques, and the participants were 755 from 5th to 6th grade elementary school students. The instruments used in this study included: “PhoPhiKat-TC Scale”, “Williams Creative Tendency Scale”, “Application of Bullying Experiences Scale for Elementary Students”. The statistical methods used to analyze the data were multiple regression analysis and mediation analysis.
The conclusions of this study were summarized as follow:
I. The school bullying experiences of senior pupils of elementary school students shows bullying victims are more than bullys, especially “physical bullying” is most comon.The ratio of Bullys are also being bully vitctims accounts for 20%.
II. The gender difference in senior pupils of elementary school students shows:
(1) In school bullying experiences, the boy’s bullying experiences are more than girl’s and the victim expericences as well.
(2) In the gelotophobia, girls are higher than boys; in gelotophilia and katagelasticism, girls are lower than boys.
(3) In creativity tendency, there is not significant difference between boys and girls.
III. The correlation of this study were summarized as follow:
(1) There is a part of negative correlation between gelotophobia and imagination, risk-taking, and a positive correlation between gelotophobia and the creativity tendency; a lower positive correlation between gelotophilia and creativity tendency; a positive correlation between katagelasticism and imagination, a negative correlation between katagelasticism and risk-taking.
(2) There is a positive correlation between bullys and curiosity and imagination; a lower positive correlation between victims and creativity tendency, risk-taking, curiosity and imagination.
(3) There are lower positive correlation between PhoPhiKat and bullying expericences. Especially katagelasticism has a middle positive correlation with bullying expericences.
IV. The relationship between PhoPhiKat and the the school bullying experiences was partially mediated by creativity tendency. Details as follow:
(1) Imagination and challenge will have partial mediation effects in the gelotophobia and bullying experiences; imagination will have partial mediation effects in the gelotophobia and victim experiences.
(2) Imagination and challenge will have partial mediation effects in the gelotophilia and bullying experiences; curiosity, imagination and challenge will have partial mediation effects in the gelotophilia and victim experiences.
(3) Challenge will have partial mediation effects in the katagelasticism and bullying experiences; imagination will have partial mediation effects in the katagelasticism and victim experiences.
According to these findings, the study also provides suggestions for future research directions and practitioners.

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