本研究旨在探討新北市康橋高中學生網路霸凌行為與學習成就、人際關係之研究。本研究採取網路問卷調查方式。於2019年4月隨機抽樣抽取該校學生作為研究樣本，回收200份有效問卷，問卷中各測量量表經檢證均具備可接受的信度與效度。經統計分析後，茲將本研究所得結論歸納如下：
一、本研究結果個人背景變項中，其中研究結果分析性別、年級與網路霸凌行為關係呈顯著，但每日使用手機時間呈不顯著。故假設一高中學生個人背景因素與網路霸凌行為之間呈顯著差異部分成立。
二、本研究結果顯示網路霸凌行為與學習成就之認知構面、技能構面及情意構面均呈負向顯著關係，故假設二網路霸凌行為與學習成就之間呈負向顯著關係成立。
三、本研究結果顯示網路霸凌行為與人際關係之家人關係及同儕關係呈負向顯著關係，與師生關係呈不顯著，故假設三網路霸凌行為與人際關係呈負向顯著關係部分成立。
最後，本研究針對教育與輔導人員、家長及後續研究者提出相關具體建議，以供參考。
The purpose of this study is to investigate how cyber bullying affects learning achievement and interpersonal relationship of students from Kang Chiao International School in New Taipei City. An online survey was conducted to collect data for this study.In April 2019, the students were randomly selected as the survey subjects.200 valid surveys were collected.All measurements in the survey were confirmed to be valid and reliable within an acceptable range. After statistical analysis, the conclusions of this study are summarized as follows:
I.The results of the personal background sections show that there is a high correlation between cyber bullying and genders and grade levels.However,there is not a significant correlation between the amount of time spent on phones every day and cyber bullying. There fore, it is assumed that a significant correlation between cyber bullying and personal background factors is partially established.
II.The resultsofe this study show that there is a negative correlation between cyber bullying and cognitive,skill-related,and affective parts of learning.As a result, it is assumed that a negative correction between cyber bullying and academic achievement is established.
III.The results of this study show that cyber bullying is negatively correlated with family relationship and with interpersonal relationship,but no significant correlation with the relationship between teachers and students. It is assumed that negative correction between cyber bullying and interpersonal relation ship established.
Finally,this study provides specific recommendations for educational counselors,parents,and following researchers for reference.
