雷庚玲臺灣大學：心理學研究所葉北辰Yeh, Pei-ChenPei-ChenYeh2007-11-272018-06-282007-11-272018-06-282006http://ntur.lib.ntu.edu.tw//handle/246246/55916負向言語是國小學童間非常有效且常見的攻擊武器，然而，其所引起的後果存在著個別差異。本研究的目的即在探討國小學童面對不同喜歡程度的同儕對其施以負向言語挑釁時，在受傷敏感度和易怒敏感度上的發展趨勢；以及分別探究在主動攻擊、被動攻擊和被欺負三種不適應的同儕互動向度上分數高和低的國小學童，面對同儕施以負向言語時的受傷敏感度和易怒敏感度之差異。針對此主題，本研究假設有二：（1）高年級國小學童的受傷敏感度及易怒敏感度會低於中年級學童；（2）主動攻擊者受傷敏感度較低、易怒敏感度卻未較高，被動攻擊者易怒敏感度較高，被欺負者受傷敏感度較高、易怒敏感度卻較低。 本研究採團體施測，以班級為單位，總共有720位國小學童接受施測，其中四年級學童有11班，男189人，女166人；六年級學童亦有11班，男190人，女175人。施測分為兩階段：第一階段利用社會提名法，請國小學童選出班上最喜歡及最不喜歡的同學，並同時選出班上具主動攻擊、被動攻擊、被欺負傾向的同學。第二階段則偽裝為另一實驗，以第一階段所提名的最喜歡與最不喜歡的同學為個人實驗刺激，利用假想故事情境，測量當不同施話者（喜歡或不喜歡的同學）說出不同言語刺激（中性或負向）時，國小學童的易怒敏感度與受傷敏感度。全體受試者針對兩個依變項進行兩個「年齡（2）× 性別（2）× 施話者（2）× 言語內容（2）」之四因子變異數分析。而主動攻擊、被動攻擊和被欺負高/低分組的目標學童則分別針對兩個依變項進行兩個「組別（2）× 施話者（2）× 言語內容（2）」之三因子變異數分析。 結果發現，受傷敏感度和易怒敏感度都有隨著年齡降低的發展趨勢，而面對喜歡的人說負向言語受傷敏感度較高；面對不喜歡的人說負向言語則是易怒敏感度較高。主動攻擊傾向高的學童受傷敏感度較低，被欺負傾向高的學童受傷敏感度較高；但是被動攻擊學童易怒敏感度並沒有較高。Verbal aggression occurs frequently in peer interaction among elementary school students. The purpose of the present research is to investigate, during late childhood, the age, sex, and individual differences of the vulnerability and inflammability in response to peer verbal aggression delivered either by liked or disliked classmates. Specifically, the present study is to compare the differences of vulnerability and inflammability to peer verbal aggression of those who score high or low on proactive aggression, reactive aggression, and victimization. Eleven classes of fourth graders (189 males and 166 females) and eleven classes of sixth graders (190 males and 175 females) in the Metropolitan Taipei area participated in the two-stage study. During the first stage, information about each subject’s liked and disliked classmates and the proactive aggressors, reactive aggressors, and victims in the class was collected through nomination technique. During the second stage, subjects read hypothetical scenarios about receiving verbal aggression or neutral verbal content from his/her liked or disliked classmate. Subjects were to rate their sadness, self-blame, anger, hostility, and distress if the scenarios really had happened. The scores of sadness and self-blame were combined to stand for the vulnerability index and the scores of anger and hostility were combined to stand for the inflammability index. Results demonstrated that six graders in general showed lower vulnerability and inflammability to verbal aggression than their fourth grade counterparts. Verbal aggression from a liked peer induced higher vulnerability. Verbal aggression from a disliked peer resultde in higher inflammability. Children with high proactive-aggression tendency experience lower vulnerability and children with high victimization tendency experience higher vulnerability upon hearing verbal aggression from peers. Contrary to the hypothesis of this study, children with high reactive-aggression tendency do not show higher inflammability in response to peer verbal aggression. The methodological and theoretical implications of the present findings were discussed.目次 第一章 緒論 1 第一節 兒童面對負向言語的個別差異………………………………… 2 第二節 研究目的與研究假設…………………………………………… 12 第二章 研究方法 15 第一節 前置研究………………………………………………………… 15 第二節 研究對象………………………………………………………… 16 第三節 研究程序及工具………………………………………………… 16 第三章 研究結果 22 第一節 同儕提名結果…………………………………………………… 22 第二節 同儕互動故事情境之反應……………………………………… 23 第三節 受傷敏感度與易怒敏感度的年齡與性別差異………………… 25 第四節 特殊分類學童之個別差異……………………………………… 32 第四章 綜合討論 38 第一節 受傷敏感度和易怒敏感度於不同施話者和言語內容上的差異 38 第二節 受傷敏感度和易怒敏感度的發展趨勢………………………… 40 第三節 受傷敏感度和易怒敏感度在三類同儕互動不適應向度上的個別差異……………………………………………………………41 第四節 研究限制與未來研究展望………………………………………44 參考文獻 46 附錄 53 附錄一 前置研究學校申請書…………………………………………… 53 附錄二 學校申請書……………………………………………………… 54 附錄三 同儕提名問卷…………………………………………………… 55 附錄四 生活經驗量表…………………………………………………… 60 附錄五 五個題目之相關矩陣…………………………………………… 67en-US負向言語受傷敏感度易怒敏感度社會提名主動攻擊被動攻擊被欺負同儕關係國小學童proactive aggressionreactive aggressionvictimizationverbal aggressionpeer relationshipvulnerabilityinflammabilitylate childhoodsociometricsother