行動科技使用安全親子共學對北市國小高年級學童家長之成效研究
No Thumbnail Available
Date
2017
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
現代人與行動科技緊密無法分離，其中學童更是高度成長使用族群，家長對於學童行動科技使用的管教常感到困擾。本研究旨在探討國小學童家長行動科技使用安全親子共學之成效，藉由親子共學學習單，提升國小學童家長對行動科技使用安全之風險感知與管教效能，進而增加預防行為。本研究為準實驗設計，以105學年度下學期台北市與新北市各一所國民小學高年級學童家長為研究對象，有效問卷103份（實驗組69人，對照組34人），實驗組家長與學童在家共同完成四次行動科技使用安全親子共學學習單，對照組家長並未參與。結果顯示行動科技使用安全親子共學介入可以顯著提升學童家長行動科技使用風險感知、家長自身預防行為，然介入未能顯著提升家長行動科技使用管教效能與對學童的預防行為。建議學校可推動行動科技使用安全親子共學，增進家長對學童行動科技使用安全的風險感知、管教效能及預防行為。
People use mobile devices more frequently, while mobile device use among children is growing rapidly. Parent often express difficult to manage children’s mobile devices use. This study aims to examine the effects of parent-child co-learning regarding mobile technology safety use for parents of elementary school students in Taipei. This study was a quasi-experimental design. In 2017, a total of 103 parents completed the self-administered questionnaire before and after the intervention. There were 69 parents in the experimental group and 34 parents in control group. The experimental group work with children to complete four-week parent-child co-learning sheets at home, while the control group did not work with children. The results indicated that the parent-child co-learning regarding mobile technology safety use intervention significantly increased parents’ risk perception of mobile technology use and self-preventive behaviors. However, the intervention did not increase parents’ self-efficacy and overall prevent behavior of mobile technology safety use. It is recommended that the co-learning regarding mobile technology safety use could be implemented to enhance parents’ mobile technology safety use literacy.
People use mobile devices more frequently, while mobile device use among children is growing rapidly. Parent often express difficult to manage children’s mobile devices use. This study aims to examine the effects of parent-child co-learning regarding mobile technology safety use for parents of elementary school students in Taipei. This study was a quasi-experimental design. In 2017, a total of 103 parents completed the self-administered questionnaire before and after the intervention. There were 69 parents in the experimental group and 34 parents in control group. The experimental group work with children to complete four-week parent-child co-learning sheets at home, while the control group did not work with children. The results indicated that the parent-child co-learning regarding mobile technology safety use intervention significantly increased parents’ risk perception of mobile technology use and self-preventive behaviors. However, the intervention did not increase parents’ self-efficacy and overall prevent behavior of mobile technology safety use. It is recommended that the co-learning regarding mobile technology safety use could be implemented to enhance parents’ mobile technology safety use literacy.
Description
Keywords
行動科技, 親子共學, 家長, Mobile technology, co-learning, parent