本研究旨在發展「學生網路霸凌態度量表」（Attitudes Towards CyberbullyingScale of Students, ATCSS），用來診斷學生在網路霸凌態度的傾向，再根據實證調查資料，解釋不同教育級別的學生，透過網路霸凌態度對真實網路霸凌經驗的影響。研究對象包括，國小高年級、國、高中、職學生，有效取樣人數3,499人。研究結果顯示，ATCSS量表的13個指標題項，可預測青少年網路霸凌行為；網路霸凌負面認知的態度愈高、網路霸凌欲意的態度愈高、網路霸凌焦慮情意的態度愈低，顯著提高其「網路上霸凌別人」行為；學習表現愈高的學生，網路上霸凌別人的傾向愈高、受到別人網路霸凌後報復行為傾向愈高。其中，國小學生是傾向負面認知、具有行為意欲傾向及焦慮情意的態度；國、高中、職學生則無焦慮情意的態度，反映出「高成就具有犯意傾向者的冷靜現象」，不像國小高成就學生具有犯意的認知傾向，但會覺得害怕與焦慮。

This study examines the Attitudes Toward Cyberbullying Scale of Students (ATCSS). The scale is used to rate the cyberbullying attitudes of students. According to empirical investigations, it explains the influence of cyberbullying experiences among various students, including fifth and sixth grade primary school students and high school students. The effective sample numbered 3,499. The ATCSS comprises 13 sections, and the results could be used to predict the cyberbullying behaviors of participating adolescents. With higher negative cyberbullying cognitions, cyberbullying intentions are more obvious. A lower anxiety about cyberbullying would enhance the behavior of bullying others in cyberspace. Students with higher levels of academic achievement are more likely to bully in cyberspace and to take revenge after being cyberbullied. Primary school students showed a tendency toward negative cognition, whereas high school students did not show anxiety. This indicates that high achievers with mens rea tendencies are calmer. However, highly achieving primary school students with mens rea tendencies are afraid and anxious.