國中生正向情緒與網路人際關係之相關研究─以桃園市某國中為例

因近年研究調查顯示，大部分國中生都有人際關係的困擾；手機和網路的普及，國中生透過網路進行人際互動狀況也日益頻繁，加上研究者本身教育現場觀察也是如此。因應課程發展與學生輔導的需要，本研究欲探討國中生正向情緒與網路人際關係之關聯性。本研究以桃園市某國中學生為例，採取問卷調查法，以叢集式抽樣方法進行，除基本資料外，使用正向情緒量表、網路人際關係量表，分析國中生正向情緒與網路人際關係的現況，並且比較性別、學業成績與家庭社經背景等不同背景因素在正向情緒與網路人際關係的差異情形，最後探討正向情緒與網路人際關係的關聯性與預測情形。總共發出570份問卷，收回506份有效問卷。以描述性統計、t 檢定、單因子變異數分析、Pearson 積差相關、逐步多元迴歸等統計方法進行資料分析。研究發現國中生正向情緒與網路人際關係現況普通，且因性別、學業成績、家庭背景有部分差異，正向情緒與網路人際關係之關聯性和預測力都不高。根據研究結果對於教育工作者提出以下幾點建議：1.營造正向和諧氛圍，並發展正向情緒與網路人際安全相關課程。2.輔導工作擴展到學生網路人際互動3.增加教師正向情緒研習機會，建立教師支持團體。以及其他對於家庭教育與後續研究的建議。

關鍵字

國中生；正向情緒；網路人際關係

並列摘要

As recent studies have shown, most adolescents have interpersonal relationship problems. The popularity of cell phones and the Internet has increased the frequency of interpersonal interactions among middle school students via the Internet, as well as the researcher's own educational field observations. In response to the need for curriculum development and student counseling, I wanted to investigate the correlation between positive emotions and online interpersonal relationships among middle school students. In addition to the basic data, the Positive Emotion Scale and the Internet Interpersonal Relationship Scale were used to analyze the current situation of positive emotion and Internet interpersonal relationship among junior high school students, and to compare the differences in positive emotion and Internet interpersonal relationship among different background factors such as gender, academic achievement, and family socioeconomic background. Finally, the correlation and prediction of positive emotions and online interpersonal relationships were investigated. A total of 570 questionnaires were sent out and 506 valid questionnaires were returned. The data were analyzed by descriptive statistics, t-test, one-way analysis of variance, Pearson difference correlation, and stepwise multiple regression. The study found that the current status of positive emotion and online interpersonal relationships among middle school students is common, and the correlation and predictive power of positive emotion and online interpersonal relationships are not high due to some differences in gender, academic achievement, and family background. Based on the findings of the study, the following recommendations were made to educators: 1. Create a positive and harmonious atmosphere and develop a curriculum related to positive emotions and online interpersonal safety; 2. Extend counseling to students' online interpersonal interactions; 3. Increase opportunities for teachers to study positive emotions and establish teacher support groups. Other suggestions for family education and follow-up research.