預防國中生網路沉迷主題課程介入之效果研究

Abstract

本研究針對國中學生發展「預防國中生網路沉迷主題課程」，目的在了解實施預防國中生網路沉迷教學對學生網路沉迷知識、拒網自我效能、拒網路沉迷社會支持、網路沉迷行為之影響，以及學生對課程的意見與反應。 本研究採「準實驗設計」，以雲林縣2所國中七年級學生為研究對象，立意取樣一所為實驗組學校(共76人)，另一所為對照組學校(共80人)，實驗組持續4週接受4個單元的預防國中生網路沉迷教學介入課程，對照組則無教學介入。前測在介入前一週施測，後測則於完成介入後的一週進行施測，以瞭解實驗介入後所產生的立即效果。所得資料以描述性統計、卡方統計及單因子共變數分析等進行討論，所得研究結果如下： ㄧ、實驗組之「拒網自我效能」後測得分優於對照組，有顯著的立即 效果。 二、實驗組之「網路沉迷知識、拒網路沈迷社會支持、網路沉迷行為」 後測得分與對照組未達顯著效果。 三、學生對預防國中生網路沉迷主題課程滿意度達八成。 根據本研究結果，可供國內推廣預防國中生網路沉迷教育及相關研究參考。建議未來相關介入的研究能用行為科學理論和策略，相信必能增進預防國中生網路沉迷教育之效果。

The purposes of this study were to assess the effects of the Internet Addiction Prevention Program among the Junior High School Students, and to understand the evaluation from the experiment group students in this program. The study was constructed on a quasi-experimental design, and it sampled seventh graders of 2 schools in Yunlin as subjects. These students were non-randomly assigned to the treatment group (n=76), and the control group (n=80). The treatment group received the intervention curriculum of 4 units for 4 weeks and the control group received nothing. One week before the intervention, the experimental group and the control group took the pre-test; one week after the intervention, these two groups took the post-test in order to know the immediate effects. The data were analyzed with using Percentile Description, Chi-square, and one way ANCOVA. The results of the study were as follows. 1. The immediate effect of self-efficacy to refuse Internet Addiction in the experimental group was significantly better than effect in the control group. 2. The effects of knowledge of Internet Addiction, social support to refuse Internet Addiction, and the behavior of Internet Addiction in the experimental group were not significantly better than those in the control group. 3. Junior High School Students involved in this study feel highly satisfied with the prevention of Internet Addiction Program. The results of this research could provide some help for the junior high school students about the prevention education of Internet Addiction Program and related studies. We suggested intervention-related researchers can use behavior science theories and strategies in the future toenhance the educational effects of the prevention program.