由於部分被攻擊的受害者會有自我責備傾向，但現有自我責備量表不適用校
園霸凌情境，且多缺乏效度證據。本研究旨在建構校園霸凌受害者自我責備量表，
並以Rasch 技術驗證其信效度，亦探討不同角色與不同情境下的自我責備傾向是
否有所差異。
研究參與者為1,230 名五到九年級的學生（M = 12.6）。研究工具為自編「霸
凌受害者自我責備量表」（bullied-victim self-blame scale, BSBS），以Rasch 模式
中的評等量尺模式（rating scale model）進行分析。
Rasch 分析結果顯示BSBS 具有良好的信效度，量表的Cronbach α 信度為.92，
且各試題均無性別上的差異試題功能（DIF），受試者在自我責備傾向上的得分
與憂鬱有正向關聯。兼為霸凌/受害者於霸凌情境下的自我責備傾向顯著高於受
害者，然而於一般情境下卻無顯著差異。所有霸凌角色在一般情境下的自我責備
顯著高於霸凌情境。文末針對BSBS 的發展與施測方式、受害者自我責備的輔導
方式進行討論。

Several studies have found that some victims who have been attacked many have
a tendency of self-blame. However, existing scales of self-blame are not applicable
for the situation of school bullying, and many of them lack validity. The aim of this
research is to construct the Bullied-Victim Self-Blame Scale (BSBS), and to verify the
reliability and validity by Rasch measurement. Furthermore, the different roles and
scenarios different in self-blame are analyzed and examined.
The participants in this study were 1,230 students of grades 5 to 9, with an
average age of 12.6 years. The BSBS was constructed by the researcher, and analyzed
with the rating scale model (RSM) of the Rasch model.
It was found that the BSBS has good reliability and validity. The Cronbach’s
alpha reliability figures was .92 and there was no differential item functioning (DIF)
between genders. In addition, the tendency of self-blame and depression was
positively associated. In terms of different roles, it is noted that bully/victims have a
higher self-blame in the bullying scenarios than victims, but no difference is found in
the general scenarios between bully/victims and victims. As for scenarios difference,
the tendency of self-blame in the general scenarios is significantly higher than the
bullying scenarios by all roles. The development in BSBS and the strategies for
reducing self-blame are discussed in the last section in light of these findings.

論文審定書................................................................................................................... i
誌謝.............................................................................................................................. ii
中文摘要..................................................................................................................... iii
英文摘要..................................................................................................................... iv
第一章 緒論................................................................................................................ 1
第一節 研究動機與目的 ........................................................................................ 1
第二節 名詞解釋 .................................................................................................... 3
第二章 文獻探討........................................................................................................ 5
第一節 校園霸凌 .................................................................................................... 5
第二節 自我責備 .................................................................................................. 11
第三章 研究方法...................................................................................................... 25
第一節 研究對象 .................................................................................................. 25
第二節 研究工具 .................................................................................................. 25
第三節 研究程序 .................................................................................................. 28
第四節 資料分析 .................................................................................................. 28
第四章 研究結果...................................................................................................... 31
第一節 校園霸凌受害者自我責備量表的信效度驗證 ...................................... 31
第二節 不同角色的自我責備傾向分析 .............................................................. 36
第三節 不同情境下自我責備傾向的分析 .......................................................... 37
第五章 討論、建議與限制...................................................................................... 39
參考文獻...................................................................................................................... 43
附錄一 中小學生自我狀態評估問卷.................................................................. 53
附錄二 「流行病學研究中心憂鬱量表（CES－D）中文版」使用同意書 ....... 58

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