本研究目的為，評估網路霸凌預防教育對青少年網路霸凌預防素養、自我效能、危險行為意向及危險行為之影響。本研究係採準實驗設計，以臺北市兩所高職一年級學生為研究對象，共309人參與，一所學校為實驗組有151人參與，另一所學校為對照組有158人參與。本研究於民國101年2月至4月進行，實驗組進行前後測及四堂50分鐘的網路霸凌預防教育介入課程，對照組僅進行一般教學及前後測。
研究結果顯示，網路霸凌預防教育介入可顯著提升學生網路霸凌預防素養。實驗組在網路霸凌預防自我效能、網路霸凌與危險行為意向及網路霸凌與危險行為皆有進步，但未達顯著差異。另依父母管束學生網路使用程度高低分組，發現網路霸凌預防教育介入可顯著提升父母管束學生網路使用程度較低組之網路霸凌預防素養。
建議未來課程設計可加強網路霸凌相關法律素養和個人資料保護的重要性，並將網路霸凌預防課程融入現行高中資訊課程作結合，另外發展家長手冊增能家長對於共同協助學生預防網路霸凌的素養。

The present study was an evaluation of the effect of education interventions that were focused on youth cyberbullying preventive literacy, self-efficacy, cyber risk behavior intentions, and cyber risk behaviors. This study was a quasi-experimental design. In 2012, the participants included 309 students in the 10th grade from two vocational high schools in Taipei City. There were 151 students in the experimental group and 158 students in the control group. The experimental group participated in four 50-min cyberbullying preventive intervention sessions, while the control group received their usual classes.
The results indicated that the cyberbullying preventive education intervention significantly increased the cyberbullying preventive literacy of youth, while the intervention did not significantly increase self-efficacy and it decreased neither cyber risk behavior intentions nor behaviors. By parental monitoring, the intervention also significantly increased cyberbullying preventive literacy for youth with lower parental monitoring levels.
It was suggested that integrating cyber-bullying preventive literacy education intervention into a high school information course would strengthen youthful cyberbullying prevention capabilities by enhancing competencies in the legal aspects of cyberbullying and personal information protection. Another aspect was the development of parental guidelines that could empower parents in helping their children to avoid cyberbullying.

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