本研究之目的乃針對國中青少年對校園霸凌之旁觀行為反應（即：協助罷凌者行為、強化罷凌者行為、捍衛受害者行為、安慰受害者行為），使用個人中心分析取向（person-centered approach）之群集分析（cluster analysis）進行分組；並進一步探討，分析所得之群集在社交地位（社交計量受歡迎度及同儕知覺受歡迎度）、社會目標（受歡迎及親密感目標）與社會行為（支配傾向及利社會傾向）等指標上，是否具有顯著的差異性。研究參與者為261名國中學生（包含133名男孩，平均年齡為14.6歲），以同儕提名問卷收集旁觀者行為反應、社交地位、社會行為等資料，並以自陳量表收集社會目標的資料。分析結果顯示，本研究可得三組不同的旁觀者群集：（一）利受害者團體（pro-victim group）：此群集成員的行為特性乃具有高度捍衛及安慰受害同儕之行為反應；（二）局外者團體（outsider group）：此群集成員在四項旁觀行為反應的傾向都相對較低；（三）利霸凌者團體（pro-bully group）：此群體成員相對具有較高程度之協助和強化罷凌者的行為反應。此外，利受害者團體之青少年具有較高的社交地位、以及希望獲得親密關係的社會目標；利霸凌者團體之青少年則具有較高的支配傾向、且相對最低的同儕接受度；而局外者團體在本研究所探討之相關社會心理特性中，並未表現出相對較高或較低之傾向。研究結果顯示，藉由區分出不同旁觀者群集在社會心理特性上的差異，將有助於更進一步地了解國中校園中之霸凌旁觀者特性，從而協助促進對於霸凌旁觀者之正向介入。

This study adopts a person-centered approach to categorize a sample of adolescents into clusters based on their similarities on the dimensions of bystander’s reactions (i.e., assisting, reinforcing, upstanding, comforting) to bullying situation. This study further examines whether and how these cluster profiles would differ from each other with respect to the social statuses (i.e., peer-acceptance, popularity), social goals (i.e., popularity, intimacy) and social behaviors (i.e., dominancy, pro-sociality). Total of 261 middle school students (133 boys, Mage=14.6) completed the peer-nomination surveys for collecting the bystander behavior, social status and social behavior, in addition to a self-report for social goal. The results demonstrated three different bystander clusters: (1) the pro-victim group, participant with high upstanding and high comforting behaviors; (2) the outsider group, participants with low in all the bystander behaviors; and (3) the pro-bully group, participants with high assisting and high reinforcing behaviors. Additionally, the pro-victim group consisted of adolescents who had high social statuses in class and those who desired for intimacy goal. The outsider group represented by adolescents who did not demonstrate relatively higher of lower tendencies in all the studied psychosocial characteristics. The pro-bully group consisted of adolescents who had high dominancy and least accepted among peers. These findings suggested that the bystander clusters were able to be differentiated from the aspects of psychosocial characteristics and could be beneficial for a better understanding of the bystander groups in school bullying in order to boost positive bystander interventions.

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