發展國中網路霸凌之預防教育輔導課程及其成效評估

The purpose of this one-year study project was to develop the Chinese version of the Online Bullying Scale (OBS) as well as the Attitude and Motivation toward Online Bullying Scale (AMOBS) for students in Taiwan. The results of the study indicated that the AMOBS has good psychometric properties. The results of the exploratory factor analysis indicated the scale has two factors, that is, Motivation and Attitude, and can explain 64.21 % of the variance. The Cronbach α for the total scale was .904, and.928, .861 for the Motivation and Attitude subscales respectively. The test-retest reliability (two-week interval) for the total scale was .804. The results of confirmatory factor analysis indicated that the two-factor model was a good fit to the data (CFI = .926；TLI = .913；IFI = .926；NFI = .900). The results also indicated a good reliability for the OBS. The Cronbach α was .94 and the test-retest reliability (two-week interval) was .93 in the study sample. Also, the results of this study indicated that more than 50% of the participants were the targets and active cyberbullies and that about 60% were secondary cyberbullies and observers. A significant overlap was found among the four roles of cyberbullying. Further, the results indicated that the total online bullying experiences were significantly related to the attitude and motivation toward online bullying, school connectedness, parent support and control, depression, anxiety and stress, time of internet use per week, and family and school supervision of internet use. Finally, the results indicated that depression, anxiety and stress, family and school supervision of internet use, and the attitude and motivation toward online bullying were significant predictive of the total online bullying experiences. The findings have important implications for the development and implementation of cyberbullying prevention programs in school.