社群網站使用行為對高中生真實與虛擬幸福感之影響研究—以南投高中學生使用Facebook為例

本研究旨在探討社群網站使用行為對高中生真實與虛擬幸福感之影響。本研究依據文獻與理論建立研究變項與架構，採立意取樣，以國立南投高級中學101學年度一年級、二年級與三年級之學生為研究對象，實得有效樣本616人份。所使用的研究工具包括：「基本資料表」、「Facebook使用問卷」、「真實幸福感量表」及「虛擬幸福感量表」。所得資料以描述性統計(平均數與標準差)、卡方考驗之同質性考驗、單因子多變量變異數分析、多變量共變數分析、Pearson積差相關及典型相關等統計方式，進行各項考驗分析。本研究主要結論如下：一、不同性別之高中學生在社群網站使用頻率及功能上存有顯著差異；不同年級與學業成績之高中學生在社群網站使用頻率及時數上存有顯著差異。二、高中學生虛擬與真實幸福感同樣屬中偏高，也同屬情緒幸福感層面最高。三、親子關係為「互動多關心多」高中生的虛擬幸福感與真實幸福感皆有顯著高分。不同社群網站使用時數、功能及動機之高中生在虛擬心理及虛擬社會幸福感有顯著差異；不同使用功能及動機之高中生在心理及社會幸福感有顯著差異。四、高虛擬幸福感高中生有顯著較高的心理幸福感、社會幸福感及情緒幸福感。虛擬幸福感對真實幸福感具有影響力。五、高中生虛擬幸福感與真實幸福感間存有正相關。虛擬社會幸福感與虛擬情緒幸福感愈高，社會幸福感也愈高；虛擬情緒幸福感愈低，情緒幸福感也愈低；虛擬心理幸福感愈低，心理幸福感也愈低。最後研究者根據本研究結果進行討論，並進一步在實務工作及未來研究提出若干建議，以供學校輔導工作者及未來相關研究學者之參考與應用。

關鍵字

高中學生；虛擬社群；社群網站使用行為；幸福感；虛擬幸福感

並列摘要

The purpose of the study was to investigate the influences of social network involvement on the virtual and realistic well-beings of Nantou senior high school students from the 1st grade to 3rd grade. There are 616 senior high school students participated in this survey. All participants were administered the Social Network Involvement Questionnaire, Well-Being Scale and Virtual Community Well-Being Scale. Test of Homogeneity. MANOVA, MANCOVA, Pearson Product-Moment Correlation and Canonical Correlation Analysis were conducted and revealed the following results: 1.The significant difference are presented between sex and social network involvement, grades and social network involvement, academic achievement and social network involvement. 2.The virtual community well-being and the well-being are moderately high, the virtual community emotional well-being and emotional well-being have the highest average score. 3. The significant difference are presented between parent-child relationship and the virtual community well-being, parent-child relationship and the well-being. The significant difference were presented between social network involvement and the virtual community well-being, social network involvement and the well-being. 4. The high degree virtual community well-being of senior high school students have a higher well-being. The virtual community well-being has a positive impact on the well-being performance. 5. The virtual community well-being shows positive correlation with the well-being. The virtual community social well-being and the virtual community emotional well-being are correlation with the social well-being. The virtual community emotional well-being shows negative correlation with the emotional well-being. The virtual community psychological well-being shows negative correlation with the psychological well-being. Finally, according to these findings, some suggestion for senior high school students, teachers and counselors were proposed.