青少年網路交友與約會、婚前性行為影響因素探討

Abstract

目標：分析有網路交友經驗之青少年的背景特徵、約會經驗與婚前性行為情形，比較青少年與現實或網路結識之異性，在兩性交往及婚前性行為影響因素之差異。方法：以分層集束抽樣方法，選取台北市公立國、高中職二年級學生有網路交友經驗之1003人為樣本，進行橫斷式問卷調查。結果：有網路交友經驗的青少年中，曾與異性網友見面約會者佔19.2%，這些青少年在家人關係得分上顯著低於其他受訪者(p<.001)。影響青少年與現實結識之異性朋友及異性網友交往主動性最主要的因素分別是「異性同儕關係」(p<.001)與「婚前性行為容許度」(p<.001)。影響青少年與現實結識之異性朋友及異性網友婚前性行為開放度最主要的因素分別是「婚前性行為容許度」(p<.001)與「交往主動性」(p<.01)。結論：家庭關係是降低青少年從事風險性行為的重要保護因子，青少年透過不同管道所發展之兩性互動與婚前性行為型態是有差異的，未來設計兩性交往課程時必需適當區分介入對象群以切合其需求。

Objectives: The study analyzed the dating and premarital sexual behaviors of adolescents with different backgrounds who had ever made friends on the Internet. The study also aimed to discern the differing influential factors on the dating and premarital sexual behavior of adolescents of the opposite sex who first met virtually or in-person. Methods: A stratified cluster sampling method was used to identify 1003 second-year public junior high school, high school, and vocational school students in Taipei with Internet friend-making experience. Participants completed a cross-sectional questionnaire. Results: Of the participants, 19.2% had dated a person of the opposite sex first met on the Internet, which was reflected in their lower score for the family relationship portion of the questionnaire (p<.001). The main factor influencing the pursuit of a virtual or reality-based romantic relationship varied with participants; those inclined to a virtual route were influenced by their friendship with opposite gender peers, while the degree of premarital sexual behavior acceptance influenced reality-based relationships (p<.001). The degree of willingness to date was the strongest predictive factor for sexual openness with Internet companions, while acceptance of premarital sexual behavior most strongly predicted pursuit of a reality-based relationship. Conclusions: Family relationship is an important protective factor to reduce high-risk sexual behavior of adolescents. The patterns of adolescent dating and premarital sexual behavior with opposite sex companions first met through the Internet and in person are different. Intervention strategies should take into account these different patterns. necessary to divide groups in designing the intervention courses to meet their different needs.