本研究欲探究國小中高年級之不同背景變項及不同收看電視行為的學童,其置入性行銷的媒體識讀能力是否有所差異。 研究方法主要是先從問卷的編製及其信效度的建立著手,問卷建立經由預試結果,並透過項目分析、因素分析、Cronbach’s α係數提高信效度而得出正式問卷。透過分層及隨機抽樣抽出450位中、高年級國小學童,並使用獨立樣本t檢定與單因子變異數分析,分別對不同背景資料、電視收視行為之學童在置入性行銷的媒體識讀能力上的差異進行分析。研究結果摘要如下: 一、在消費意願之影響方面,零用錢較多以及收看電視次數較多的學童,對於電視節目中曾經出現過的商品品牌擁有較高的消費意願。 二、在節目與觀眾方面,男生、高以及次高社經地位、主要在假日白天收看電視的學童,較能注意到商品相關訊息出現在電視節目中。 三、在理解與認知方面,高及次高家庭社經地位、共視電視對象為非父母親的學童,較能理解電視置入性行銷的意涵。 四、在規範與態度方面,六年級、高家庭社經地位、平日晚上及假日白天晚上收看電視、動機是收看喜愛節目與打發時間的學童,較認為電視置入性行銷是可以被允許的,而且也較能體認到電視置入性行銷的手法,是為了刺激消費而形成的。 五、在效果與接受度方面,六年級、在假日白天收看電視的學童,認為電視置入性行銷更具備廣告效果,而且也更貼近日常生活。 最後,根據研究結果提出建議,以供教育行政機關、學校、教師、家長、電視傳媒以及行銷業界相關人員,作為對提升學童媒體識讀能力及增進置入性行銷效果之參考。
The present study is to explore the difference of media literacy based on contains background variables and television watching behaviors in middle and high grades elementary school students. The research method is applied questionnaire survey which established according to pretesting results then applied items analysis, factor analysis and Cronbach's α coefficient to enhance validity to obtain the official questionnaire. 450 middle and high grades elementary students were sampled by using stratified and random sampling. Statistics use independent sample t test and one-way ANOVA to analysis effect of background variables and TV watching behaviors on media literacy. First, in purchase intention, more pocket money and higher watching frequency, children have highly intention with product presented in TV program. Second, at TV program and audience, male, high family social economics status and watching timing at holiday morning, children pay more attention on product or releated information in TV program. Third, in understanding and cognition, highly family social economics status and non-parents companion, children understand the meaning of product placement better. fourth, in the standard and attitude, sixth-grade, high family social economics status, watching timing at weekdays night or holiday morning and watching the favorite TV program, children consider product placement is permitted, but also better able to recognize that the way is to stimulate consumption behavior. Fifth, in the effect and acceptance, six-grade, watching timing at hoilday morning, children consider product placement have more ads effect, but also closer to daily life. According to present study, it can provide applicable reference to educate institutions, school, teachers, parents, TV Media Industry and marketing fields to promote school children’s media literacy and effect of product placement.