東華大學圖書館 |

Testing Integrated Control Theory: An Examination of Causal Relationships of Family, School, and Cyberbullying among Taiwanese Junior High School Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Testing Integrated Control Theory: An Examination of Causal Relationships of Family, School, and Cyberbullying among Taiwanese Junior High School Students./
作者:	Wang, Nai Lin.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	130 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-09, Section: B.
Contained By:	Dissertations Abstracts International81-09B.
標題:	Educational psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27783931
ISBN:	9781392452714

Testing Integrated Control Theory: An Examination of Causal Relationships of Family, School, and Cyberbullying among Taiwanese Junior High School Students.
Wang, Nai Lin.

Testing Integrated Control Theory: An Examination of Causal Relationships of Family, School, and Cyberbullying among Taiwanese Junior High School Students. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 130 p.

Source: Dissertations Abstracts International, Volume: 81-09, Section: B.

Thesis (Ph.D.)--The Chinese University of Hong Kong (Hong Kong), 2019.

In recent years, cyberbullying has become a widespread problem for young people in many countries (Cross et al., 2009; Patchin & Hinduja, 2010; Smith et al., 2008). In Taiwan, more than one-third of Taiwanese students have either engaged in or have been targets of cyberbullying (Chang et al., 2013). However, the research area of cyberbullying is newer than that studying other social problems and problematic behaviors among youths, such as school bullying and adolescent delinquency (Walker, Craven, & Tokunaga, 2013). There has been a growing number of but still relatively few studies regarding cyberbullying in Taiwan and other parts of the world (e.g., Chan & Wong, 2015; Chang et al., 2013; Chang, Chiu & Miao, 2015; Chang, Chiu & Miao, 2015; Huang & Chou, 2010; Wu & Lien, 2012; Yen, Chou & Liu, 2014).One of the most discussed topics in this area is how social bonds and social-control-related theories and models are relevant to explain adolescent involvement in cyberbullying. Social bonds and social control theory have been successfully and extensively utilized to explain various youth delinquency and adolescent problem behaviors such as school misbehavior, school violence, and bullying behaviors. Models and theories about both social bonds and social control have been increasingly applied to explain cyberbullying behavior (Cummings, 2017). However, some research has argued that cyberbullying is different from face-to-face or offline bullying, where cyberbullying takes place in the context of cyberspace, but other types of youth delinquency take place in the actual world. Accordingly, it has been claimed that Johnson's (1979) integrated model (e.g., the sequential attachment model with determinants), which explains youth delinquency in the real world, might not be successfully applied to bullying in cyberspace. However, there is a lack of empirical studies to support either proposition mentioned above. In addition, previous studies on cyberbullying are primarily conducted with cross-sectional data, which cannot provide us an understanding about the causality between factors in the theoretical model. This study uses social bonds and a theoretical model which incorporates them, i.e. the sequential attachment model with determinants which was developed by Johnson (1979), as the theoretical framework to explain adolescents' perpetration of cyberbullying by analyzing three-waved longitudinal data on a panel of young Taiwanese adolescents.The results of this study indicate that Johnson (1979)'s sequential attachment model with determinants is appropriate to explain cyberbullying behaviors, with good model fit indices. However, this model cannot predict Taiwanese youths' cyberbullying behaviors by using the longitudinal data, and there is no gender difference of this model. Cultural differences might be an important effect to influence the variables (i.e., love and concern from parents to the child, parental attachment, school performance, and school attachment) in Johnson's (1979) model which work on Taiwanese students' cyberbullying. There might be other factors within families and schools to influence students' cyberbullying behaviors. Parental and teachers' restriction and supervision might be protective factors within Chinese societies for cyberbullying perpetration prevention (Zhou et al., 2013). Future research should continue to explore these possible protective factors in Taiwan society in order to prevent cyberbullying behaviors among adolescents.

ISBN: 9781392452714Subjects--Topical Terms:

517650
Educational psychology.
Subjects--Index Terms:

Cyberbullying

Testing Integrated Control Theory: An Examination of Causal Relationships of Family, School, and Cyberbullying among Taiwanese Junior High School Students.
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520 $a In recent years, cyberbullying has become a widespread problem for young people in many countries (Cross et al., 2009; Patchin & Hinduja, 2010; Smith et al., 2008). In Taiwan, more than one-third of Taiwanese students have either engaged in or have been targets of cyberbullying (Chang et al., 2013). However, the research area of cyberbullying is newer than that studying other social problems and problematic behaviors among youths, such as school bullying and adolescent delinquency (Walker, Craven, & Tokunaga, 2013). There has been a growing number of but still relatively few studies regarding cyberbullying in Taiwan and other parts of the world (e.g., Chan & Wong, 2015; Chang et al., 2013; Chang, Chiu & Miao, 2015; Chang, Chiu & Miao, 2015; Huang & Chou, 2010; Wu & Lien, 2012; Yen, Chou & Liu, 2014).One of the most discussed topics in this area is how social bonds and social-control-related theories and models are relevant to explain adolescent involvement in cyberbullying. Social bonds and social control theory have been successfully and extensively utilized to explain various youth delinquency and adolescent problem behaviors such as school misbehavior, school violence, and bullying behaviors. Models and theories about both social bonds and social control have been increasingly applied to explain cyberbullying behavior (Cummings, 2017). However, some research has argued that cyberbullying is different from face-to-face or offline bullying, where cyberbullying takes place in the context of cyberspace, but other types of youth delinquency take place in the actual world. Accordingly, it has been claimed that Johnson's (1979) integrated model (e.g., the sequential attachment model with determinants), which explains youth delinquency in the real world, might not be successfully applied to bullying in cyberspace. However, there is a lack of empirical studies to support either proposition mentioned above. In addition, previous studies on cyberbullying are primarily conducted with cross-sectional data, which cannot provide us an understanding about the causality between factors in the theoretical model. This study uses social bonds and a theoretical model which incorporates them, i.e. the sequential attachment model with determinants which was developed by Johnson (1979), as the theoretical framework to explain adolescents' perpetration of cyberbullying by analyzing three-waved longitudinal data on a panel of young Taiwanese adolescents.The results of this study indicate that Johnson (1979)'s sequential attachment model with determinants is appropriate to explain cyberbullying behaviors, with good model fit indices. However, this model cannot predict Taiwanese youths' cyberbullying behaviors by using the longitudinal data, and there is no gender difference of this model. Cultural differences might be an important effect to influence the variables (i.e., love and concern from parents to the child, parental attachment, school performance, and school attachment) in Johnson's (1979) model which work on Taiwanese students' cyberbullying. There might be other factors within families and schools to influence students' cyberbullying behaviors. Parental and teachers' restriction and supervision might be protective factors within Chinese societies for cyberbullying perpetration prevention (Zhou et al., 2013). Future research should continue to explore these possible protective factors in Taiwan society in order to prevent cyberbullying behaviors among adolescents.
520 $a 近年來，網絡霸凌在許多國家已成為年輕人普遍存在的問題（Cross et al., 2009; Patchin & Hinduja, 2010; Smith et al., 2008）。在台灣，超過三分之一的台灣學生參與或曾經成為網絡霸凌的目標（Chang et al., 2013）。但是，比起其他青少年社會問題以及問題行為，例如學校欺凌和青少年犯罪（Walker, Craven, & Tokunaga, 2013），網絡霸凌的研究領域才是一個新崛起議題。世界其他地區的網絡霸凌的研究越來越多，但這個新興議題在台灣仍然相對較少（例如， Chan & Wong, 2015; Chang et al., 2013; Chang, Chiu & Miao, 2015; Chang, Chiu & Miao, 2015; Huang & Chou, 2010; Wu & Lien, 2012; Yen, Chou & Liu, 2014）。該領域討論最多的話題之一，是社會關係和社會控制相關的理論，以及它的模型如何解釋青少年參與網絡霸凌。社會鍵和社會控制理論已成功並廣泛用於解釋各種青少年犯罪以及青少年偏差行為，例如：如學校偏差行為，學校暴力和霸凌行為。關於社會鍵和社會控制理論的模型，也越來越多被用於解釋網絡霸凌行為（Cummings，2017）。然而，一些研究認為，網絡霸凌不同於傳統的身體霸凌，網絡霸凌發生在網絡空間，但其他類型的青少年偏差行為發生在現實世界。因此，Johnson（1979）的控制理論整合模型（具有決定因素的順序的依附模型）成功的解釋了現實世界中的青少年犯罪，卻可能無法成功應用於網絡空間的霸凌行為。然而，現在缺乏了支持上述理論模型解釋青少年網路霸凌行為的實證研究。此外，之前關於網絡霸凌的研究主要是以橫斷面資料進行分析，這些數據資料無法讓我們解釋理論模型中因素之間的因果關係。本研究使用社會鍵以及它們的整合理論模型，即由Johnson（1979）發展，具有決定因素的順序依附模型，作為三波長期追蹤數據來解釋以及驗證台灣青少年網絡霸凌行為的理論模型。研究結果顯示，Johnson（1979）的模型雖然有良好的配適度指標，卻無法有力的預測台灣青少年的網絡霸凌行為，而且這個模型也沒有顯示出性別差異。文化的差異可能是影響Johnson（1979）模型中的變項（即父母對孩子的愛和關心，父母依附，學校表現和學校依附）解釋台灣學生網絡霸凌的重要原因。在家庭和學校的環境中，可能還有其他因素影響學生的網絡霸凌行為。家長和教師的限制和監督可能是中華文化社會下預防網絡霸凌行為的保護因素（Zhou et al.，2013）。未來的研究應該繼續在台灣社會中找出其他可能的保護因素，以防止青少年的網絡霸凌行為，以作為政策基礎。.
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653 $a Cyberbullying
653 $a Taiwanese students
653 $a Adolescent involvement
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