北區技職校院學生在不同媽寶行為覺知類型下其人際互動、情緒管理、成就動機對網路沉迷之研究

本研究以近年社會輿論關注的媽寶行為覺知為主要探討議題，McClelland的成就動機理論為基礎，認為「情緒管理」、「人際互動」、「成就動機」與McClelland提到的「權力需求」、「親和需求」、「成就需求」三需求，同樣是在不同程度上可以由這三種需求來影響其行為，並以目前日益嚴重的網路沉迷傾向為依變項，試建構與理解技職校院學生在不同媽寶行為覺知類型下其人際互動、情緒管理、成就動機對網路沉迷之相關性。本研究先以探索性因素分析將媽寶行為覺知分為「生活」、「校務」與「人際」三個子構面，再以驗證性因素分析、結構方程模式、多群組模型比較、路徑分析、獨立樣本t檢定與差異性比較等方式，去探討不同媽寶行為覺知類型與比較三個結構方程模式之變化。研究結果發現，本研究模型設定有其穩定性，是具有參考價值的，並且發現「人際互動」變項對技職校院學生在成就動機與網路沉迷傾向是最具影響力；再者，生活媽寶行為覺知對其他研究變項的影響力是屬於全面性的，而校務與人際之媽寶行為覺知的模型中，對於成就動機是無直接影響效果，顯示出本研究結果與McClelland在1952年宣稱關於子女早期的獨立訓練與成就動機有正向關係的論點是相符合的。本研究最後將研究分析與討論形成結論，並以研究結論為基礎，提出對親職教育推廣、大學通識課程教育以及後續研究者諸多建議，以作為相關單位及人員的參考。

關鍵字

媽寶行為覺知；網路沉迷；成就動機；人際互動；情緒管理

並列摘要

This study aims on the hot topic, mummy’s boy, of public opinion. Mummy’s boy developed on McClelland’s achievement motivation theory. Emotional management, interpersonal interaction, and achievement motivation of mummy’s boy behavior can be influenced by the three needs theory, need for power, affiliation, and achievement. This study uses different mummy’s boy behavior types, three needs theory as independent variables and internet addiction as a dependent variable to explore the relationship among students of vocational and technological schools. This study uses exploratory factor analysis to identify the behavioral types of mummy’s boy behavior into daily life, school, and interpersonal relationship at first. Then, it uses confirmatory factor analysis, structural equation modeling, multiple group, path analysis, independent t-test and difference comparison to explore the difference of the three tpyes of mummy’s boy behavior. As the result shows, the model of this study is stable and can be reference resource. The variable, interpersonal interaction is the most powerful independent variable that affected to students’ achievement motivation and internet addiction. The influence of daily life mummy’s boy behavior is comprehensive to other variables. Mummy’s boy behavior of school and interpersonal relationship do not have direct effect of students’ achievement motivation. The result of this study coincides on McClelland’s opinion in 1952 that early independent training of children is positive affected to their achievement motivation. The findings of this study combine with discussion to be the conclusion, and give some suggestions to parent education, general education, coherent units, and future researchers for the reference.