隨著網路的普及,網路霸凌成為青少年心理健康的重大威脅。適當的因應策略能有效減少網路霸凌對青少年的負面影響。本研究旨在探討臺南市國中生的知覺威脅與自我效能對網路霸凌受害因應策略的影響,並考量性別與年級的角色。
本研究目的分為以下四點:(一)調查臺南國中生知覺威脅、自我效能與網路霸凌受害因應策略之現況;(二)探討知覺威脅對臺南市國中生網路霸凌受害因應策略的影響;(三)探討情緒調節自我效能、社會自我效能、及資訊科技自我效能對臺南市國中生網路霸凌受害因應策略的影響;(四)納入性別及年級變項,了解知覺威脅、情緒調節自我效能、社會自我效能、及資訊科技自我效能對臺南市國中生網路霸凌受害因應策略的影響。
研究採分層叢集隨機抽樣,對 598 名國中生進行調查,分析方法包括描述性統計、因素分析、相關分析及巢式迴歸模型。依據最後分析模型結果,本研究主要有以下發現:(一)知覺威脅、情緒調節自我效能、社會自我效能(家人親戚)、社會自我效能(老師/學校職員)、社會自我效能(慈善團體/政府機構)以及科技自我效能對國中生採取遠程建議因應有直接影響(二) 情緒調節自我效能、社會自我效能(家人親戚)、社會自我效能(老師/學校職員)、社會自我效能(同學朋友)及科技自我效能對果敢表達與親密支持因應策略有直接影響(三) 知覺威脅和情緒調節自我效能則對無助因應的使用有顯著影響(四)知覺威脅、社會自我效能(家人親戚)、社會自我效能(老師/學校職員)和科技自我效能對積極忽略與科技因應及整體因應策略也有顯著影響(五) 科技自我效能對報復因應策略有直接影響(六)在所有自變項中,科技自我效能對遠程建議、積極忽略與科技因應、報復及整體因應的預測力最強。社會自我效能(家人親戚)對果敢表達與親密支持因應的預測力最強,情緒調節自我效能對無助因應的預測力最強(七)隨著年級增加,學生更不傾向使用遠程建議因應策略;而在果敢表達與親密支持及無助因應策略的使用上,存在性別差異:女性較少使用果敢表達與親密支持,更傾向採取無助因應策略。
最後,本研究結果有助於理解國中生在面對網路霸凌時的因應策略選擇,並為教育環境中推動干預措施提供實務建議和參考。

Using a stratified cluster random sampling method, 598 valid questionnaires were collected from seventh to ninth-grade students in Tainan. Data analysis included descriptive statistics, exploratory factor analysis, Pearson correlation analysis, and nested regression models. This study aims to (1) investigate the current status of perceived threat, self-efficacy, and coping strategies among middle school students in Tainan; (2) explore how perceived threat influences coping strategies for cyberbullying victims; (3) examine the impact of emotional regulation self-efficacy, social self-efficacy, and information technology self-efficacy on coping strategies; and (4) include gender and grade level to understand their effects on these relationships.
The findings are as follows: (1) Perceived threat, emotional regulation self-efficacy, social self-efficacy (family/relatives), social self-efficacy (teachers/school staff), social self- efficacy (charitable organizations/government), and technology self-efficacy were all significant predictors of students' use of remote advice coping strategies; (2) Emotional regulation self-efficacy, social self-efficacy (family/relatives), social self-efficacy (teachers/school staff), social self-efficacy (peers), and technology self-efficacy significantly predicted the use of assertive expression and intimate support coping strategies; (3) Perceived threat and emotional regulation self-efficacy had a significant impact on helpless coping strategies; (4) Perceived threat, social self-efficacy (family/relatives), social self-efficacy (teachers/school staff), and technology self-efficacy significantly predicted the use of active ignoring, technology-based coping, and overall coping strategies; (5) Technology self-efficacy was a significant predictor of revenge coping strategies; (6) Among all the independent variables, technology self-efficacy had the strongest predictive power for remote advice, active ignoring, technology-based coping, revenge, and overall coping strategies ;social self-efficacy(family/relatives) exhibited the strongest predictive power for assertive expression and intimate support coping strategies; and emotional regulation self-efficacy was the most significant predictor of helpless coping strategies; (7) As grade level increased, students were less likely to use remote advice coping strategies, while gender differences were observed in the use of assertive expression and intimate support versus helpless coping strategies, with females demonstrating a greater tendency toward helpless coping and less use of assertive expression and intimate support.

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