本研究旨在瞭解臺南市國中生知覺學校氛圍、情緒調節與霸凌旁觀者行為傾向之現況，探討三者之間的關聯，並檢驗認知重評與表達抑制在知覺學校氛圍與霸凌旁觀者行為傾向之間的中介效果，以及此中介效果是否因旁觀者與受霸凌者關係之親疏而有所不同。
本研究採自陳問卷調查法，以叢集抽樣選取臺南市公立國民中學七、八年級學生為研究對象，回收有效問卷 590 份，並以描述統計、獨立樣本 t 檢定、相依樣本 t 檢定及偏最小平方結構方程模型（PLS-SEM）等統計方法進行資料分析。主要研究結果發現：旁觀者與受霸凌者之關係親疏與其行為傾向有關，當受霸凌者為親近者時，保護者行為較高，助長者與局外者行為則較低。國中生之知覺學校氛圍愈正向，其認知重評與表達抑制之運用程度愈高；知覺學校氛圍愈正向，保護者行為愈高，助長者與局外者行為則愈低，且此關聯於兩情境下均達顯著。在情緒調節方面，受霸凌者為親近者時，愈常運用表達抑制之學生，其局外者行為傾向愈高；受霸凌者為不親近者時，愈常運用認知重評之學生，其助長者行為傾向反而愈高。中介效果方面，親近情境下表達抑制在知覺學校氛圍與局外者行為之間具有中介效果，不親近情境下則為認知重評在知覺學校氛圍與助長者行為之間具有中介效果，二者皆屬競爭中介。經進一步檢定，兩情境間達顯著之差異均與保護者行為有關。本研究依據結果進行討論，提供校園輔導實務與未來霸凌研究之建議。

This study examined the relationships among perceived school climate, emotion regula-tion, and bullying bystander behavior among junior high school students in Tainan City, Taiwan. It also explored whether cognitive reappraisal and expressive suppression medi-ated the relationship between perceived school climate and bullying bystander behavior under different relational contexts.A questionnaire survey was conducted among sev-enth- and eighth-grade students from public junior high schools in Tainan City. Using cluster sampling, 590 valid responses were collected. Data were analyzed using descrip-tive statistics, t tests, and partial least squares structural equation modeling (PLS-SEM).
The results showed that students exhibited higher defender behavior and lower reinforcer and outsider behaviors when the victim was someone close to them. Perceived school climate was positively associated with emotion regulation and defender behavior and negatively associated with reinforcer and outsider behaviors in both contexts. Among the twelve mediation paths tested, only two were significant. Expressive suppression medi-ated the relationship between perceived school climate and outsider behavior in the close-victim context, whereas cognitive reappraisal mediated the relationship between perceived school climate and reinforcer behavior in the not-close-victim context. Both were competitive mediation effects. Significant differences between the two contexts were found only for defender behavior. The findings provide implications for school counseling practice and future research on bullying.

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