Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/77345300/10996
Title: 網路沉迷、因應、孤寂感與網路社會支持之關係
Authors: 方紫薇
Tzu-Wei Fang
Issue Date: Jun-2010
Publisher: 國立臺灣師範大學教育心理學系
Department of Educational Psychology, NTNU
Abstract: 研究目的:1.探討兩性在網路使用時間、網路社會支持、因應、孤寂感及網路沉迷上之差異。2.檢視兩性有效預測網路沉迷之因素。3.檢證因應方式透過孤寂感之中介作用影響網路沉迷之性別差異。研究方法:本研究針對使用網路之大學生進行調查研究,共施測752位大學生(393男,359女)。研究結果:經統計分析後其結果顯示1.男性在一周網路使用總時數、打電玩時間、網路沉迷、孤寂感及問題焦點因應之分數上,皆顯著高於女性。而女性在逃避因應、尋求支持及網路社會支持之分數上,皆顯著高於男性。2.兩性之孤寂感、打電玩時數、人際互動時數、逃避因應、情緒焦點因應皆能有效預測網路沉迷,只是次序不同。3.由SEM分析結果顯示兩性之逃避因應及情緒焦點因應皆會透過孤寂感之中介作用,而沉迷網路;但女性之逃避因應及情緒焦點之因應對沉迷於網路亦有直接效果。
Purpose: This study examined (a) gender differences in time spent on Internet, using internet for social support, coping, loneliness, and problematic Internet use, (b) variables that could effectively predict problematic Internet use for both genders; and (c) gender difference in the mediating effects of problematic Internet use. Participants were 752 undergraduate students (393 males and 359 females) who have used the Internet Result: (a) Males yielded higher scores than females on total number of hours spent on the Internet per week, amount of time playing games online, problematic Internet use, loneliness, and problem-focused coping. In contrast, females produced higher scores on avoidance coping, seeking social support and online social-support. (b) Loneliness, time spent on playing video games, number of hours in interpersonal interact, emotion-focused coping and avoidance coping all effectively predicted problematic Internet use for both male and female students. (c)For both male and female students, results of the SEM analysis indicated that loneliness mediated the relationship between (both emotion-focused and avoidance) coping and problematic Internet use. For female students, there is a direct effect of (both emotion-focused and avoidance) coping on problematic Internet use.
URI: http://rportal.lib.ntnu.edu.tw//handle/77345300/10996
Other Identifiers: 127D3C8A-79D0-C3F8-B1EE-C4EAC6EF3A1C
Appears in Collections:教育心理學報

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