三個轉銜至國中的適應指標之發展脈絡：受欺負與攻擊性在國小高年級兩年間的前置因子與調節因子

Abstract

成為霸凌者與被霸凌者即使對小學生來說亦非偶然，往往有其長期之發展脈絡。對前青少年期的國小高年級學童而言，從國小銜接至國中是一個關鍵且充滿挑戰的轉折階段，國小畢業時的受欺負與攻擊傾向可視為國中期社會情緒適應的預測指標之一。探究學童的受欺負與攻擊傾向在國小最後兩年於何時已然成形、以及是否會相互關聯或被學童的其他指標額外預測或調節，有助於瞭解前青少年階段各社會情緒領域如何交織與互相影響，亦可提供臨床端該何時介入與如何介入兒童的霸凌或受霸凌傾向。本研究透過短期追蹤設計，於五年級上學期初、五年級下學期末以及六年級下學期末三個時間點追蹤來自台灣北部四所學校的58位國小高年級學童。本研究先透過迴歸分析檢驗受欺負程度、主動性攻擊與回應性攻擊此三個適應指標於國小高年級兩年間何時已可預測轉銜國中時的狀態，亦即展現跨時穩定性；再透過階層迴歸檢驗學童的社會能力（人緣、社交技巧、友誼）與個人變項（學業、體育、外型、操行）是否具額外預測或調節效果，以作為上述三個轉銜適應指標之資源、風險因子（亦即：迴歸分析中的主要效果）或保護、脆弱因子（亦即：迴歸分析中的調節效果）。結果顯示：受欺負程度、主動性攻擊與回應性攻擊皆於國小五上初至五下末、五下末至六下末具跨時穩定趨勢，其中回應性攻擊傾向可從五上初直接預測六下末；且這三個轉銜適應指標間亦呈現交互關聯。對於學童社會能力與個人變項的分析則發現，操行可分別作為負向預測國小畢業前三個轉銜適應指標之資源因子（resource factor）。人緣與社交技巧可作為負向預測受欺負程度之資源因子；外貌則可作為負向預測回應性攻擊的資源因子。而運動勝任力則會正向預測受欺負程度，成為其風險因子（risk factor）。此外，友誼與學業勝任力則在不同適應指標的發展脈絡中，呈現不同的功能：學業勝任力一方面是可負向預測受欺負程度的資源因子，另一方面高學業勝任力則為維持回應性攻擊的脆弱因子。友誼一方面是可負向預測受欺負程度的資源因子，另一方面較認定自己不缺友誼的學童則成為主動性攻擊與回應性攻擊的脆弱因子。上述結果凸顯若要針對國小高年級學童之受欺負與攻擊傾向進行預防性介入，除須留意受欺負與兩攻擊傾向之交互關聯，亦需考量友誼、學業等指標在霸凌事件的不同角色中的資源與脆弱機制，以及運動勝任力對受欺負傾向之風險機制。在實務操作上，則可優先從人緣、社交技巧、操行以及外型等可直接預測前青少年期適應狀況的層面著手，再分析其他變項對學童適應的作用方式。

Becoming a bully or a victim is rarely accidental, even for school-age children, as they must have gone through a developmental process. For upper-grade elementary school children in the pre-adolescent stage, the transition from elementary to middle school represents a critical and challenging turning point. The victimization and aggression propensity at the end of the elementary school period can be regarded as predictors of socioemotional adjustment in middle school. Examining when victimization and aggression demonstrate cross-time stability during the final two years of elementary school, and whether this stability can be additionally predicted or moderated by each other as well as by children’s social competencies and individual characteristics, may help us understand how various socioemotional domains intertwine and influence each other during pre-adolescence and provide insights for clinicians on when and how to implement intervention. This short-term longitudinal study followed 58 upper-grade elementary school students from four schools in northern Taiwan at three time points: the beginning of Grade 5, the end of Grade 5, and the end of Grade 6. Regression analyses were first conducted to examine the stability of how earlier adjustment indicators (i.e., victimization tendency, proactive aggression, and reactive aggression) could predict the same indicators at a subsequent time, especially at the point of transition to middle school at the end of Grade 6. Hierarchical regression analyses were then used to investigate whether social competencies (i.e., popularity, social skills, and friendships) and individual characteristics (i.e., scholastic competence, athletic competence, physical appearance, and behavioral conduct) exerted additional predictive or moderating effects, serving as resource/risk factors (i.e., main effects in regression analyses) or protective/vulnerability factors (i.e., interaction effects in regression analyses) for the development of the three adjustment indicators. Results indicated that victimization, proactive aggression, and reactive aggression all demonstrated stability from the beginning to the end of Grade 5, and from the end of Grade 5 to the end of Grade 6. Furthermore, reactive aggression at the end of Grade 6 could be directly predicted from the beginning of Grade 5. In addition, these three adjustment indicators revealed reciprocal associations. Analyses of children’s social competencies and individual characteristics revealed that behavioral conduct served as a resource factor negatively predicting all three adjustment indicators. Popularity and social skills negatively predicted victimization tendency, serving as its resource factors. Physical appearance negatively predicted reactive aggression, serving as a resource factor. Athletic competence positively predicted the tendency to be victimized, functioning as a risk factor. Moreover, friendships and scholastic competence functioned differently toward different adjustment indicators. Specifically, scholastic competence served as a resource factor that negatively predicted the tendency to be victimized at the end of Grade 5 and Grade 6, while higher scholastic competence acted as a vulnerability factor by maintaining the stability of reactive aggression. Friendship served as a resource factor that negatively predicted the tendency to be victimized; meanwhile, perceiving oneself as not lacking in friendship was a vulnerability factor for both proactive and reactive aggression. Overall, this study highlighted that intervention programs aiming at decreasing propensity of being victimized and aggression for upper-grade elementary school children should not only consider the interrelations among victimization and the two forms of aggression, but also examine the resource and vulnerability mechanisms involving friendship and scholastic competence on children’s different roles playing in bullying incidents, as well as the risk mechanism associated with athletic competence. In practice, intervention may be implemented first on aspects of social competence, such as popularity and social skills, and individual characteristics, such as behavioral conduct, which can directly predict pre-adolescent adjustment.