台南市大學生人格特質、現實人際關係與網路涉入之相關研究

本研究旨在瞭解大學生人格特質、現實人際關係與網路涉入之現況，並探討不同背景變項在人格特質、現實人際關係與網路涉入的差異情形，以及這三個變項間的相關性與預測的有效性。本研究採用問卷調查法，使用人格特質、現實人際關係與網路涉入等三個量表，並以目前就讀台南地區之大學生為研究對象，共收集有效樣本469人，男264人；女205人。資料收集後，透過SPSS20 統計軟體進行描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾遜積差相關分析和迴歸分析以考驗研究假設。研究結果如下：1.大學生之人格特質以「審慎度」平均得分最高。2.現實人際關係以「同儕關係」平均得分最高。3.網路涉入程度平均得分在中等以上。4.不同性別、學科領域、年級在「人格特質」上有部分顯著差異，其中，男生的「外向性」、「開放性」高於女生；女性的「親和力」和「情緒穩定性」高於男生。設計與管理領域學生的「親和力」高於機械與工程領域學生。一年級的「外向性」高於四年級；一年級、二年級、三年級的「親和力」高於四年級；三年級的「情緒穩定性」高於一年級、四年級。5.不同性別、學科領域、年級在「現實人際關係」上有部分顯著差異，其中，男生的「社會接納」和「師生關係」高於女生；機械與工程領域學生的「師生關係」高於設計與管理領域學生；一年級、二年級的「社會接納」高於四年級；一年級的「家人關係」和「整體現實人際關係」高於四年級。6.不同「每天上網時間」的學生在「網路涉入」上有顯著差異，其中，網路使用時間為四小時以上者高於一小時以內者、二小時以內者和三小時以內者；四小時以內者高於二小時以內者。7.人格特質中的「外向性」、「親和力」、「審慎度」、「開放性」與現實人際關係中的「社會接納」、「家人關係」、「同儕關係」及「整體現實人際關係」均具有顯著正相關；而「情緒穩定性」則和「師生關係」及「網路涉入」有顯著負相關，不過「現實人際關係」與「網路涉入」無顯著相關。8.人格特質中「情緒穩定性」與「網路涉入」達顯著負相關。9. 「外向性」、「情緒穩定性」對「網路涉入」具負向預測力，「社會接納」對「網路涉入」具正向預測力。

關鍵字

人格特質；現實人際關係；網路涉入

並列摘要

The study is to understand the personality traits, real interpersonal relationship, and the Internet involvement of college student, to discuss the differences among them, and to examine whether there are correlations and effectiveness of prediction among them. By adopting questionnaire survey with personality scale, real interpersonal relationship scale, and the Internet involvement scale, the college students studied in university of technology and science in Tainan metropolitan are seen as examinees. Within 469 shares of effective returned sample, 264 are male whereas 205 are female. Through SPSS 20.0, descriptive statistical analysis, independent sample t test, one-way ANOVA, Pearson correlation analysis, and regression analysis are adopted to analyze data. Results are as follows: 1. Within personality, conscientiousness gained the highest means. 2. Within real interpersonal relationship, peer relationship gained the highest means. 3. The means of the Internet involvement were moderate high. 4. There are partially significant differences between sex, discipline, grade in personality, where the means of male were higher than female in extraversion and openness and the means of female were higher than male in affinity and emotional stability. Students in the discipline of design and management gained higher means than students in the machinery and engineering in affinity. The first grade student gained higher means than the fourth grade student in affinity and the first and fourth grade student gained higher means than the third grade student in emotional stability. 5. There are partially significant differences between sex, discipline, grade in real interpersonal relationship, where the means of make were higher than female in social acceptance and teacher-student relationship. Students in the discipline of machinery and engineering gained higher means than students in design and management in affinity. The first grade and the second-grade students gained higher means than the fourth-grade student in social acceptance. The first grade students gained higher means than the fourth grade student in family relationship and overall real interpersonal relationship. 6. There are significant differences between the student online in different time in the Internet involvement, where four hours online were higher than under an hour and under three hours, under four hours and four hours were higher than under two hours. 7. Within personality, extraversion, affinity, conscientiousness and openness were significantly positive correlated with social acceptance, family relationship, peer relationship, and overall real interpersonal relationship. Emotional stability was significantly negative correlated with teacher-student relationship and the Internet involvement. Real interpersonal relationship was not significant correlated with the Internet involvement.