本研究旨在發展國中生臉書使用動機量表,作為測量國中生臉書使用動機之工具,並檢驗國中生臉書使用動機與人際關係、壓力因應模式之關聯。 本研究經由文獻探討後,考量國中生之經驗、價值觀、身心發展與需求,參酌國中生特有的次文化及社會情境,發展國中學生臉書使用動機量表,以李克特六點量表方式編製Study1量表,共計四十四題。研究對象以某國中全校學生為母體,採分層隨機取樣法,蒐集有效樣本四百六十九份。Study1所得資料以SPSS Statistics V19.0作為分析工具,經純化後,完成臉書使用動機量表,分為「尋求認同」、「社交/訊息」與「跟上潮流」三個因素共十七題,三個因素的解釋變異量分別為22.674%、21.077%、16.027%,累積總解釋變異量為59.778%;再以此十七題作為Study2之問卷題目,先排除Study1之施測班級後,其餘班級採分層隨機取樣方式,共獲得有效樣本三百零七份,藉由Amos V18軟體,進行驗證性因素分析,適配指標均達適配標準。整體而言,本測量模式具有良好整體適配度,故本研究所發展之臉書使用動機量表,具有整體的建構效度。
The aims of this study is to develop a Facebook Motivational scale for junior high school students , as the measuring tool of junior high school students’ Facebook motivation and testing junior high school students ' motivation for Facebook associated with interpersonal relationships and coping style. After the discussion on this research through literature, taking into account experiences, values, mental and physical development and needs of junior high school students and subcultural and social situation in the country, develop a Facebook motivation scale , There are 44 items in the Study1 by 6 point Likert - type scale . Research objects are all students in one school, adopted the stratified random sampling method to collect valid 469 samples. Study1 proceeds data to IBM SPSS Statistics V19.0 as analysis tool, by purification Hou, completed face book using motivation volume table, is divided into "sought identity", and "social/information" and "with Shang trend" three a factors total 17 questions, three a factors level of explained variation volume respectively for 22.674%, and 21.077%, and 16.027%, accumulated total explained variation volume for 59.778%; again to this 17 questions as Study2 of questionnaire topics, Out after surveying classes of the Study1 and the remaining class mining stratified random sampling, a total of 307 effective samples through Amos V18 software, confirmatory factor analysis. Overall, this model has a good overall goodness, so the Institute of Facebook use motivation scale of development, construction of overall validity.