台南市公立國中生家長手機網路管教、自我概念清晰度與智慧型手機成癮之相關性研究

隨著行動網路與智慧型手機的普及，國人上網習慣也逐漸改變，隨之而來的成癮問題也由網路成癮發展為手機網路成癮，而此情形對青少年階段的國中生影響尤為令人關注。本研究旨在瞭解台南市公立國中生之家長手機網路管教、自我概念清晰度與智慧型手機成癮現況，並分析不同背景變項對三者的影響及之間的相關情形。　　本研究以台南市公立國中使用智慧型手機的學生為對象，採用問卷調查法，共發出538份問卷，回收有效問卷516份，有效回收率95.91％。研究工具為作者參考過去國內外學者文獻加以整理編修而成之「智慧型手機成癮量表」、「家長手機網路管教量表」及「自我概念清晰度量表」。所得資料以敘述性統計、獨立樣本t檢定、單因子變異數分析、LSD法事後檢定、PLS結構方程式分析、PLS路徑分析進行統計考驗。研究結果如下：一、國中生在智慧型手機成癮量表及戒斷性、日常生活障礙、耐受性、強迫性、人際關係障礙五個分量表得分皆低於平均值，顯示手機成癮傾向不高。二、國中生在家長手機網路管教量表及積極共用、積極性介入、監督、限制性介入四個分量表得分皆低於平均值，顯示家長對手機網路管教的程度不高。三、國中生在自我概念清晰度量表得分高於平均值，顯示其自我概念清晰度中等偏高。四、在智慧型手機成癮方面，以男生、主要管教者學歷未達大專畢業、小學三年級以下開始使用手機、每日使用超過五小時、學期成績丁等、對校園生活不滿意或非常不滿意之國中生其手機成癮傾向顯著較高。五、在家長手機網路管教方面，以七年級生、女生、主要管教者學歷在大專畢業以上、每日手機使用在一小時以內、課業壓力較大之國中生其家長手機網路管教程度顯著較高。六、在自我概念清晰度方面，以每日手機使用在一小時以內、課業壓力不大或沒有壓力、對校園生活非常滿意、同儕關係非常好之國中生其自我概念清晰度顯著較高。七、家長手機網路管教對智慧型手機成癮達顯著負向影響，家長手機網路管教對自我概念清晰度未達顯著影響；自我概念清晰度對智慧型手機成癮達顯著負向影響。八、七年級、女性的國中生其家長手機網路管教對智慧型手機成癮有顯著負向影響。使用手機1小時以上但3小時以內的國中生其家長手機網路管教對自我概念清晰度有顯著負向影響。不同年級、性別、擁有手機者、不同使用時數的國中生，其自我概念清晰度對智慧型手機成癮有顯著負向影響。　　最後，根據上述研究結果，建議家長應培養子女正確的智慧型手機使用習慣，避免讓子女過早或過度使用手機而成癮；而師長應留意學生使用智慧型手機的習慣及其課業學習表現，安排預防性課程及建立手機使用規範，以期降低國中生手機成癮風險、改善學業表現、減少師生衝突。

關鍵字

智慧型手機成癮；家長手機網路管教；自我概念清晰度；國中生

並列摘要

With the popularity of mobile networks and smartphones, the habit of surfing the Internet has gradually changed. The ensuing problem of Internet addiction has also developed into that of smartphone addiction. This situation is particularly interesting for junior high school students in the adolescent stage. 　The purpose of this study is to understand the current state of smartphone addiction, internet parenting styles and self-conceptual clarity of junior high school students in Tainan, and to analyze the impact of different background variables on the three factors and the correlation between each of them. 　This study used a questionnaire survey method for students using smartphones in junior high schools in Tainan. A total of 538 questionnaires were sent out, and 516 valid questionnaires were collected. The effective responding rate was 95.91%. The research tools are "Smartphone Addiction Scale", "Internet Parenting Styles Scale" and "Self-Concept Clarity Scale" compiled by the author with reference to past domestic and foreign scholars' literature. The data were statistically tested by narrative statistics, Independent-Sample t-test, one-way ANOVA, LSD method post-mortem verification, PLS-SEM and PLS path analysis. 　The research results are as follows: 　(1) The scores of the Smartphone Addiction Scale and the five subscales for withdrawal, daily life disorder, tolerance, compulsiveness and interpersonal relationship are all lower than the average, indicating that the smartphone addiction tendency is not high. 　(2) The scores of the Internet Parenting Styles Scale and the four subscales for active sharing, active intervention, supervision, restrictive intervention are all lower than the average, indicating that the parenting of internet is not high. 　(3) The scores of the Self-Concept Clarity Scale are all higher than the average, indicating that the self-concept clarity is not low. 　(4) In terms of smartphone addiction, the smartphone addiction tendency is significantly higher when the junior high school student is male, when the educational background of the student’s main caregiver is lower than junior high school, when the student started using smartphones since or earlier than the third grade of elementary school, when the student uses smartphones more than five hours a day, when the student’s semester score is lower than 60 points, and when the student is dissatisfied with or extremely dissatisfied with his or her campus life. 　(5) In the internet parenting styles, the level of internet parenting is significantly higher when the junior high school student is a seventh-grader, when the student is female, when the educational background of the student’s main caregiver is higher than colleges, when the student’s daily use of smartphone is within one hour, and when the student has higher pressure of academic work. 　(6) In terms of self-concept clarity, the self-concept clarity is significantly higher when the junior high school student’s daily smartphone usage is less than one hour, when the student has little or no stress on the academic work, when the student has great satisfaction with his or her campus life, and when the student has a very good relationship with peers. 　(7) Internet parenting styles have a significant negative impact on smartphone addiction. Internet parenting styles have no significant impact on self-concept clarity. Self-concept clarity has a significant negative impact on the addiction of smartphones. 　(8) Internet parenting styles of junior high school students with seventh grade and female students have a significant negative impact on smartphone addiction. Internet parenting styles of junior high school students with using smartphone for one hour to three hours have a significant negative impact on self-concept clarity. The self-concept clarity of junior high school students with different grades, genders, and hours of using smartphone, with smartphones or not have a significant negative impact on smartphone addiction. 　To sum up, based on the results of this study, it is recommended that parents develop their children’s correct smartphone usage habits and prevent their children from being addicted to smartphones due to early exposure to or excessive use of smartphones. It is also recommended that teachers pay attention to their students’ habits of using smartphones and their academic performance, arrange preventive courses and establish smartphone usage standards in order to reduce the risk of smartphone addiction, improve academic performance and reduce teacher-student conflicts.