[[alternative]]The Study of 5th and 6th Graders' Personality Traits, Sense of Meaning of Life and Responses to Bullying as Bystanders in Kaoshiung City

[[abstract]] 本研究旨在探討高雄市國小高年級學童人格特質、生命意義感、與旁觀者的霸凌因應方式之研究。研究方法採問卷調查法，研究對象為高雄市國小高年級學童，抽樣方式以比例機率抽樣，發出發出584份問卷為研究樣本，其中563份有效問卷。問卷內容分成三部分，分別為莊耀嘉與李雯娣之「兒童性格自評量表」、張家園之「國小學童生命意義感量表」、自編而成「國小學童旁觀者霸凌的因應方式問卷」。將研究資料進行描述性統計、獨立樣本t檢定、單因子變異數分析、典型相關分析、逐步多元迴歸等統計方法進行分析，獲得結論如下：一、高雄市國小高年級學童之生命意義感良好。二、高雄市國小高年級學童之生命意義感女生優於男生。三、高雄市國小高年級學童之生命意義感五年級優於六年級。四、高雄市國小高年級學童之旁觀者的霸凌因應方式女生較男生正向。五、高雄市國小高年級學童之旁觀者的霸凌因應方式五年級較六年級正向。六、高雄市國小高年級學童之管教方式民主開朗則生命意義感與旁觀者的霸凌因應方式較正向。七、高雄市國小高年級學童看見霸凌頻率越高則旁觀者霸凌因應方式越負面。八、高雄市國小高年級學童之人格特質、生命意義感與旁觀者的霸凌因應方式達顯著相關。九、高雄市國小高年級學童之人格特質與生命意義感對旁觀者的霸凌因應方式具有一定的預測力。 對於研究結果提出綜合建議，作為現場教育專業人員、相關研究人員、對本主題有興趣者等方面，以及日後預防與宣導霸凌的參考。[[abstract]] The study aims to discuss senior students’ personality traits, sense of meaning of life and their reactions to bullying as bystanders in elementary schools of Kaohsiung City. The subjects are 5th and 6th graders selected based on stratified sampling with the total of 584 questionnaires issued and 563 respondents. The questionnaire is divided into three parts: Yue-Jia Zhuang and Wen-Ti Lee’s “Children’s Self-evaluation Form of Personality,” Chia-Yuan Chang’s “The Form of Sense of Meaning of Life of Elementary School Students,” and “Questionnaire of Bystanders’ Reactions to Bullying.” The data are analyzed by means of descriptive statics, independent sample T-test, one-way ANOVA, canonical correlateion analysis and stepwise regression procedure. The conclusions are as follows: 1. Senior students in elementary school in Kaohsiung city possess good sense of meaning of life. 2. Female students possess better sense of meaning of life than male students.3. 5th graders possess better sense of meaning of life than 6th graders.4. Female bystanders react to bullying more positively than male students. 5. 5th graders react to bullying more positively than 6th graders.6. The students who are brought up in a more democratic way possess better sense of meaning of life and react more positively to bullying than those who are not. 7. The more often the students witness bullying, the more negatively they react. 8. The students’ personality traits, sense of meaning of life and their reactions to bullying are significantly correlated. 9. The students’ reactions to bullying may be predictable to some extent based on their personality traits and sense of meaning of life. The results of the study provide possible solutions to bullying for educators, researchers of bullying, people who are interested in the issue. Also, the suggestions can be referred in terms of precautionary measures and propaganda against bullying