大臺北地區青少年數位科技使用行為 及態度之調查研究

Abstract

本研究旨在探討大台北地區青少年使用數位科技之現況、行為及態度，並比較不同背景變項的青少年在數位科技使用現況、行為與態度的差異情形。 本研究使用問卷調查法，以立意抽樣選取大台北地區(包含台北市與新北市)十二所公立國中、高中及高職學校。再於各學校內隨機抽樣一個二年級班級，由研究者自編「青少年數位科技產品使用現況、行為與態度調查問卷」進行施測。共回收問卷444份，有效問卷為429份，回收後經SPSS統計軟體執行分析，並採用算術平均數、標準差、t考驗、單因子變異數分析、卡方考驗、皮爾遜積差相關等統計方法，得到如下的研究結果: 一、 青少年使用數位科技現況部分：經常使用之數位科技為桌上型電腦；各項數位科技產品使用地點仍以自己家裡為主。 二、 青少年數位科技使用行為部分：「社交行為」頻率最高。 三、 青少年數位科技使用態度部分：「喜歡」符合程度最高。 四、 不同背景變項的青少年在數位科技使用現況有顯著差異。 五、 不同背景變項的青少年在數位科技使用行為部分：「性別」與「學校類別」存在顯著差異。 六、 不同背景變項的青少年在數位科技使用態度部分：「性別」與「學校地區」存在顯著差異。 最後，根據研究發現與結論，本研究對學校、教師、家長、學生及未來從事相關研究者，提出具體建議，以供參考。

The main purpose of this study was to understand the status, behavior and attitude of adolescents of interactive media in great Taipei area, to compare the background variables of status, behavior and attitude of adolescents. This study took questionnaire survey as study tool, and was distributed to 12 public junior, senior and vocational high schools in great Taipei area through the means of purposive sampling. A self –developed questionnaire “Survey of status, behavior and attitude of adolescents of interactive media” was distributed in one of the random second grade in each school and 444 relevant copies were collected with 429 valid ones. The data of survey was processed by SPSS statistics software. The statistical methods of mean, standard deviation, t test, one-way ANOVA, Chi-square test, Pearson’s product moment correlation were used to verify hypotheses. Based on the data analyses, the findings of the study were summarized as follows: 1. The status of adolescents of interactive media in the great Taipei area: Most frequent used interactive media was personal computer and the most frequent location was at user’s home. 2. The behavior of adolescents of interactive media in the great Taipei area: Most frequent used activity was “Social behavior.” 3. The behavior of adolescents of interactive media in the great Taipei area: Among the options, “Like” was chosen highest. 4. There were significant differences on status among the background variance. 5. There were significant differences on behavior among “Gender” and “School Type.” 6. There were significant differences on attitude among “Gender” and “School Area.” From the above findings and conclusions, some suggestions were made for reference of educational institutions, educators, parents, students and further future study.