大學生網路霸凌受害經驗、網路人際關係及自尊的關係探究

研究背景與目的：人際關係是大學生的重要發展議題，且隨著網路科技的盛行，網路人際關係也愈趨重要，但在網路互動中卻可能面臨網路霸凌的危險，並影響其自尊；本研究目的在了解大學生網路霸凌受害經驗、網路人際關係、自尊之關係，並探討網路霸凌受害經驗、網路人際關係是否能預測自尊。研究方法：本研究為橫斷性調查研究，以大學在學學生且具有使用網路媒介（交友軟體、通訊軟體、線上遊戲等）與原有人際關係進行互動或認識新朋友之人際經驗者為研究對象。透過立意取樣的方式，以結構式網路問卷進行問卷收集，總計有效樣本共262人。測量工具包含「網路霸凌受害經驗量表」、「網路人際互動量表」、「大學生自尊量表」、人口學變項及網路使用情形；網路霸凌受害經驗量表包含「偽裝&詐騙」、「詆毀&排擠」、「騷擾&猥褻」三個次概念，而網路人際互動量表包含「與網友的訊息性揭露」、「與網友的親密性揭露」「網路人際關係與滿意度」、「網路人際互動頻率」，大學生自尊量表則包含「自我效能」及「自我悅納」，自我效能又可分成「同儕效能」、「家庭效能」及「學業效能」。統計方法包括描述性統計、t檢定、卡方檢定、皮爾森積差相關、單因子變異數分析、多元迴歸分析等。本研究經中山醫學大學附設醫院人體試驗委員會審核許可。研究結果：本研究樣本中，女性大學生佔62%，年級分布以大四以上學生為主，社經地位部分則以低社經地位較多，而在網路使用時間上則傾向每天使用4小時至8小時。大學生在過去半年內曾有過網路霸凌受害經驗的有77.5%，最常見的為「騷擾&猥褻」，最不常見則為「偽裝&詐騙」；在網路人際關係方面，大學生與網友的親密性揭露、與網友的訊息性揭露及網路人際關係與滿意度皆達中等程度，且通常會與1~3個網友兩、三天就交談一次，每次交談時間在20~30分鐘；而在自尊表現上，大學生在整體自尊、自我效能、自我悅納皆為中等偏正向程度，其中自我效能又以同儕效能表現最佳，再來是家庭效能及學業效能。在本研究中，男大學生在不同型式的網路霸凌受害經驗皆大於女大學生，而大二學生在「網路霸凌受害經驗」、「騷擾&猥褻」、「偽裝&詐騙」小於大三學生，且在「偽裝&詐騙」上也小於大四學生；在網路人際互動頻度中，男大學生與網友交談個數大於女大學生，低社經地位的大學生則在與網友交談時長上高於中社經地位的大學生；另外，高社經地位大學生在自尊之自我悅納上大於中社經地位大學生，而網路使用時間4小時以內在整體自尊及自我悅納上高於網路使用時間8小時以上，且網路使用時間4小時以內的大學生在學業效能的程度則大於使用網路時間4小時~8小時的大學生。本研究發現「網路霸凌受害經驗」與「同儕效能」、「家庭效能」呈負相關，而「偽裝&詐騙」、「騷擾&猥褻」則和「與網友的交談個數」呈正相關，另外，「與網友的訊息性揭露」與「同儕效能」呈正相關，「網路人際關係與滿意度」也與「整體自尊」、「同儕效能」呈顯著正相關。在預測分析上，「詆毀&排擠」能負向預測不同層面的自尊，「騷擾&猥褻」則可正向預測「整體自尊」、「學業效能」及「自我悅納」，而「與網友的訊息性揭露」、「網路人際關係與滿意度」可正向預測「整體自尊」及「同儕效能」，但「與網友的交談頻率」則可負向預測「同儕效能」。結論與建議：本研究發現大學生的自尊受到網路霸凌受害經驗的「詆毀&排擠」影響最大，其次是「騷擾&猥褻」，而「與網友的訊息性揭露」及「網路人際關係與滿意度」可正向預測自尊，因此，本研究認為增加大學生對網路霸凌受害經驗的認知與調適，有助於其對大學生自尊的影響，且提升大學生在網路上的人際互動技巧亦有助於大學生的自尊發展。最後，本研究結果對於大學生的網路霸凌受害經驗、網路人際關係、自尊有更深入的理解，並依據研究結果提出後續研究及實務處遇上的建議。關鍵字：大學生、自尊、網路霸凌受害經驗、網路人際關係

Research Background and Purpose : Interpersonal relationships pose a significant developmental challenge for university students, and in the era of widespread internet technology, internet interpersonal connections have gained increasing importance. Nevertheless, participating in virtual interactions may expose individuals to the risk of cyberbullying, which could potentially influence their self-esteem. This study aims to comprehend the instances of cyberbullying victimization among university students, examine the correlation between internet interpersonal connections and self-esteem, and explore whether cyberbullying victimization and internet interpersonal relationships can serve as predictors of self-esteem.Methods : This study is a cross-sectional survey research that focuses on university students who actively engage in interpersonal experiences through internet media, such as social networking apps, messaging apps, online games, and those who interact with existing social relationships or make new friends online. Using purposive sampling, data was collected through a structured online questionnaire, resulting in a total of 262 valid samples.The measurement tools include the "Cyberbullying Victimization Scale," the "Internet Interpersonal Interaction Scale," the "College Students' Self-esteem Scale," demographic variables, and internet usage patterns. The Cyberbullying Victimization Scale comprises three sub-concepts: "Impersonation & Deception," "Defamation & Exclusion," and "Harassment & Obscenity." The Internet Interpersonal Interaction Scale includes dimensions such as "Informational Disclosure with Online Friends," "Intimacy Disclosure with Online Friends," "Satisfaction with Online Interpersonal Relationships," and "Frequency of Online Interpersonal Interaction." The College Students' Self-esteem Scale encompasses "Self-efficacy" and "Self-acceptance," with self-efficacy further divided into "Peer Efficacy," "Family Efficacy," and "Academic Efficacy."Statistical methods employed in the study include descriptive statistics, t-tests, chi-square tests, Pearson correlation coefficients, one-way analysis of variance (ANOVA), and multiple regression analysis. This research has received approval from the Institutional Review Board at the affiliated hospital of Chung Shan Medical University.Results : In this study sample, female college students accounted for 62%, with the majority being senior students (fourth year and above). Regarding socioeconomic status, a higher proportion belonged to the low socioeconomic status category. In terms of internet usage, the majority of participants tended to spend 4 to 8 hours online daily.Among the college students surveyed, 77.5% reported experiencing cyberbullying in the past six months. The most common form was "Harassment & Obscenity," while the least common was "Impersonation & Deception." In the realm of internet interpersonal relationships, students exhibited a moderate level of intimacy disclosure with online friends, informational disclosure with online friends, and satisfaction with online interpersonal relationships. Typically, students engaged in conversations with 1 to 3 online friends every two to three days, with each interaction lasting between 20 to 30 minutes.Regarding self-esteem, college students demonstrated a moderately positive level in overall self-esteem, self-efficacy, and self-acceptance. Among these, peer efficacy showed the highest performance, followed by family efficacy and academic efficacy.In this study, male college students reported a higher prevalence of cyberbullying victimization across different forms compared to female college students. Additionally, sophomore students (second-year) had lower experiences in "cyberbullying victimization," "harassment and obscenity," and "impersonation and fraud" compared to junior students (third-year), and they also reported lower experiences in "impersonation and fraud" compared to senior students (fourth-year). In terms of online interpersonal interaction frequency, male college students engaged in significantly more conversations with online friends than their female counterparts. Additionally, college students with lower socioeconomic status had significantly longer durations of online conversations compared to those with middle socioeconomic status.Moreover, college students with higher socioeconomic status showed significantly higher levels of self-acceptance than those with middle socioeconomic status. Those who spent less than 4 hours on the internet per day exhibited significantly higher overall self-esteem and self-acceptance than those who spent more than 8 hours. College students with less than 4 hours of internet usage also demonstrated significantly higher levels of academic efficacy compared to those with 4 to 8 hours of internet usage.This study found a negative correlation between "cyberbullying victimization experiences" and "peer efficacy" and "family efficacy." "Impersonation & Deception" and "Harassment & Obscenity" showed positive correlations with the "number of conversations with online friends." Furthermore, "Informational Disclosure with Online Friends" exhibited a positive correlation with "peer efficacy," and "Satisfaction with Online Interpersonal Relationships" showed significant positive correlations with "overall self-esteem" and "peer efficacy." In predictive analyses, "Defamation & Exclusion" negatively predicted various aspects of self-esteem, while "Harassment & Obscenity" positively predicted "overall self-esteem," "academic efficacy," and "self-acceptance." "Informational Disclosure with Online Friends" and "Satisfaction with Online Interpersonal Relationships" positively predicted "overall self-esteem" and "peer efficacy," but "Frequency of Conversations with Online Friends" negatively predicted "peer efficacy."Conclusion and Recommendations: This study reveals that the self-esteem of college students is significantly influenced by experiences of cyberbullying, with "Defamation & Exclusion" having the most substantial impact, followed by "Harassment & Obscenity." Additionally, "Informational Disclosure with Online Friends" and "Satisfaction with Online Interpersonal Relationships" positively predict self-esteem. Therefore, the study suggests that increasing college students' awareness and adaptation to experiences of cyberbullying can contribute to mitigating its impact on their self-esteem. Moreover, enhancing college students' skills in online interpersonal interactions can further aid in the development of their self-esteem.In conclusion, the findings of this study deepen our understanding of college students' experiences with cyberbullying, internet interpersonal relationships, and self-esteem. Based on these results, recommendations for future research and practical interventions are provided.keywords：university student, self-esteem, cyberbullying victimization, internet interpersonal relationship