新北市國中生網路使用行為與同儕關係、寂寞感之相關研究

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题名:	新北市國中生網路使用行為與同儕關係、寂寞感之相關研究
作者:	王淑芳
贡献者:	生活應用科學研究所碩士在職專班
关键词:	國中生 junior high school students 網路使用行為 Internet use behaviors 真實生活的同儕關係 real peer relationship 網路的同儕關係 network peer relationship 寂寞感 loneliness
日期:	2011
上传时间:	2012-10-16 11:33:17 (UTC+8)
摘要:	隨著網際網路的盛行，網路使用已經成為青少年生活中的一部份。網路的快速發展，使得網路不再只是單純的資訊搜尋與瀏覽工具，尤其是青少年更將網路視為休閒娛樂與交友聊天重要功能，這將重重地衝擊到他們的同儕互動關係，甚至於影響到心理層面的寂寞感。故本研究旨在探討新北市國中生網路使用行為與同儕關係、寂寞感之關係。本研究以新北市國中生為研究對象，採用問卷調查法之「立意取樣」，共發出700份問卷，有效樣本687份。所使用的研究工具包括：「網路使用狀況調查表」、「真實人際互動量表」、「網路人際互動量表」與「UCLA寂寞量表第三版」。本研究採用SPSS 12.0 for Windows 統計套裝軟體做資料分析，統計方法包括：描述統計(百分比、次數分配、平均數、標準差)、單一樣本t檢定、卡方考驗、獨立樣本t檢定、單因子變異數分析、薛費與LSD事後比較、皮爾遜積差相關、強迫進入法多元迴歸。本研究結果分述如下：一、新北市國中生「每週上網時間」以2~未滿5小時最多，佔32.2%，平均「每週上網頻率」為5.08次、「網路使用年資」為5.97年、93.4 ％在家上網。「網路使用動機」前三名為：休閒娛樂、聊天結交朋友、做學校作業；「網路使用活動」前三名為：玩線上遊戲、交友聊天、線上即時通訊。二、新北市國中生真實生活的同儕關係優於網路的同儕關係。三、新北市國中生的寂寞感受程度不強。總平均值為1.95，顯著低於理論中點2.5。四、新北市國中生的性別在「每週上網時間」、「網路使用動機」及「網路使用活動」達顯著差異。男生「每週上網時間」多於女生，男生「休閒娛樂」的動機與「玩線上遊戲」的活動高於女生；女生「聊天結交朋友」的動機與「交友聊天」、「線上即時通訊」與「觀賞多媒體」的活動都高於男生。新北市國中生的年級在「網路使用年資」、「網路使用動機」及「網路使用活動」達顯著差異。七年級勾選「4年」的百分比顯著高於九年級；九年級勾選「7年」的百分比，顯著高於七年級。七年級勾選「做學校作業」的百分比，顯著高於八年級；八年級勾選「休閒娛樂」的百分比，顯著高於七年級。八年級勾選「玩線上遊戲」的百分比，顯著高於九年級；九年級勾選「觀賞多媒體」的百分比，顯著高於八年級。五、新北市國中生的性別與年級在「整體的同儕關係」上達顯著差異，女生優於男生、九年級優於七年級。女生的「真實生活的同儕關係」優於男生。九年級的「網路的同儕關係」優於七年級。六、新北市國中生的年級在「寂寞感」上達顯著差異，九年級高於七年級。七、新北市國中生「每週上網時間」、「每週上網頻率」、「網路使用年資」、「網路使用地點」、「網路使用動機」、「網路使用活動」在同儕關係上皆達顯著差異。「每週上網頻率」愈高、「網路使用年資」愈長、「網路使用地點」為家中、「網路使用動機」為「聊天結交朋友」、「網路使用活動」為「交友聊天」、「線上即時通訊」，「網路的同儕關係」較好。「每週上網頻率」愈低、「網路使用活動」為「交友聊天」、「線上即時通訊」，「真實生活的同儕關係」較好。相較其他每週上網時間，0~未滿2小時的「網路的同儕關係」較差。八、新北市國中生「每週上網頻率」與「網路使用動機」在寂寞感上皆達顯著差異。「每週上網頻率」愈高、寂寞感愈高。「獲得資訊」、「聊天結交朋友」及「打發時間」的「寂寞感」皆高於「休閒娛樂」。九、新北市國中生的「整體同儕關係」、「真實生活的同儕關係」愈好，其「寂寞感」愈低。十、新北市國中生為「男性」、「七年級」、「上網地點為家中」、「真實生活的同儕關係」越好，會有越低的寂寞感；而「每週上網頻率」越高，使用動機為「獲得資訊」、「聊天結交朋友」、「其他：溝通與聯絡事情、分享訊息與檔案、發表意見或文章」，且「網路的同儕關係」越好，則會有越高的寂寞感。上述九項變項對新北市國中生的寂寞感具有23%的解釋力。十一、根據研究結果提出以下的具體建議供參考：對國中生的建議：善用網際網路，不為網際網路所用；建立良好的同儕關係，以減輕寂寞感。對學校教育單位的建議：加強資訊教育，安排多樣的群體活動；提升教師的網路素養與輔導技能；強化親師與親職教育。對家庭教育的建議：維持良好的親子關係；具備基本的資訊能力，並做適當的網路監控。對未來研究方向的建議：研究對象可以擴展到其他縣市，並且進一步探討其他相關的變項；除了做量化的研究以外，加入質性的研究，以利研究的完整性。 Abstract With the increasing popularity of the Internet, the Internet has taken an important role in the lives of adolescents now. Due to the rapid development of the Internet, it has worked more than for the purpose of information gathering, and adolescents have expanded the instrumental purposes to entertainment activity and social content, which doubtlessly have influence on their social interaction with peers and even loneliness to some extent. The purpose of this study is to examine the relationship between the Internet use, peer relationship and loneliness among the junior high school students in New Taipei City. By using“purposive sampling＂, there were 687 participants available out of 700. A battery of questionnaires was adopted including measures of the Internet use, real peer relationship, network peer relationship and UCLA loneliness Version 3. The collected data was analyzed by SPSS 12.0 for Windows with the methods inclusive of descriptive statistics, one- sample t-test, chi-square test, independent - sample t-test, one-way ANOVA, Scheffé Method, LSD Method, Pearson product-moment correlation and multiple regression analysis. The major findings are as follows: 1. For the junior high school students in Taipei City, “ the time spent online per week” is 2~5 hours taking the highest percentage-32.2% ; “ the frequency of Internet use per week” is 5.08 times on average; “ the years of Internet use” is 5.97 years on average; 93.4% reported as Internet use at home; the first three percentages of “ Internet motivation” named as for entertainment, making friends/chatting online and doing school work; the first three percentages of “ Internet activity” named as playing games online, making friends/chatting online and instant messaging. iv 2. For the junior high school students in Taipei City, their “real peer relationship” appears better than “ network peer relationship”. 3. The junior high school students in Taipei City seem to have low level of loneliness. The total average is 1.95, which is significantly lower than the theoretical midpoint 2.50. 4. (A) The “gender” of the junior high school students in Taipei City significantly differs from “the time spent online per week”, “Internet motivation”, and “ Internet activity” respectively. The male students appear to spend more time on Internet use per week than the female. As well, the male students have higher Internet motivation on entertainment and more Internet activity on playing games online than the female. Whereas, the female have higher Internet motivation on making friends/chatting online and more Internet activities on making friends/chatting online, instant messaging and watching multimedia. (B) The “grade” of the junior high school students in Taipei City significantly differs from “the years of Internet use”, “Internet motivation” and “ Internet activity” respectively. On choosing “four-year-use”, the seven-grade students are more than the nine-grade ones；but on choosing “seven-year-use”, the nine-grade students are more than the seven-grade ones.There are more seven-grade students “doing school work” than the eight-grade ones, but more eight-grade students in “entertainment” than the seven-grade ones. There are more eight-grade students “playing games online” than the nine-grade ones, and more nine-grade students watching multimedia than the eight-grade ones. 5. The significant influences of “ gender” and “grade” of the junior high school students in New Taipei City on “the overall peer relationship” showed as the v female students having better peer relationship than the male and the nine-grade students having better peer relationship than the seven-grade ones. Furthermore, the female have better “real peer relationship” than the male; the nine-grade students have better “network peer relationship” than the seven-grade ones. 6. For the junior high school students in New Taipei City, there is a significant difference between “grade” and “loneliness” found as the nine-grade students having higher level of loneliness than the seven-grade ones. 7. For the junior high school students in New Taipei City, the influences of “the time spent online per week”, “the frequency of Internet use per week”, “ the years of Internet use”, “ the place for Internet use”, “ Internet motivation” and “ Internet activity” on “peer relationships” are significant. The more times of Internet use per week the students use, and as well as the more years of Internet use, the better network relationship they tend to have. The same findings are shown if the place of Internet use is at home, and Internet motivation is “making friends/chatting online”, and Internet activities are “making friends/chatting online” and “ instant messaging”. The students appear to have better “ real peer relationship”, if they have less times of Internet use per week and their Internet activities are “making friends/chatting online” and “instant messaging”. Compared to the other periods of time spent online per week, “0~2 hours” leads to worse “network peer relationship”. 8. For the junior high school students in New Taipei City, the influences of “the frequency of Internet use per week” and “ Internet motivation” on “loneliness” are significant. The higher “frequency of Internet use per week” the students have, the more lonely they tend to be. The students whose Internet motivations are acquiring information, making friends/chatting online and killing time seem to be more lonely than those with entertainment. vi 9. The junior high school students in New Taipei City whose “overall peer relationship” and “real peer relationship” are better are proved to be less lonely. 10.There are nine variables accounting for 23% of the variance in loneliness scores. If the participants are male, in the seven-grade, use Internet at home and have better “real peer relationship”, they appear to be less lonely. Whereas, if the participants have higher “frequency of Internet use per week” and better “network peer relationship”, and their Internet motivations are acquiring information, making friends/chatting online and others like communicating/contacting, sharing information , posting opinions/essays, then they tend to be more lonely. 11.According to the above-mentioned results, the concrete suggestions are given as follows: To the junior high students: Make good use of the Internet, instead of abusing it. Establish a good peer relationship for the purpose of relieving loneliness. To the school institution : Reinforce the e-learning/teaching among teachers and provide the various group activities among the students. Promote the teachers’ Internet literacy and the skills of counseling. Emphasize the relation between teachers and parents, and carry on parenting education. To the parents: Keep a good relationship between parents and children. Learn how to use Internet and properly monitor children’s Internet use. To the further study in this field: Expand the participants from New Taipei City to the other cities. Further study different variables in this field. In addition to the quantitative research, adopt qualitative research to make the study integrally better.
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