關於智慧手機的班級規範、學生使用態度與成癮風險

Abstract

目的：本研究旨在探討各班導師的班級手機使用規範、學生對於使用智慧型手機的態度與其成癮風險的相關性。方法：以自填式問卷方式針對桃園市某五專一年級至三年級學生進行調查，運用陳淑惠團隊等人(2014)發表之「智慧型手機成癮量表」、洪福源和黃德祥(2015)編製「學生對智慧手機態度量表」為測量工具，採用分層集束抽樣，總共回收有效問卷344份。結果：研究對象當中，班級手機全日管制的比例最高。研究對象手機成癮量表的平均得分為68.77 (量表分數範圍為26~130)，上課使用手機態度的量表分為四個構面分析，對於消極的態度構面平均分數較高，包括「合理性」（2.95）與「接受度」(3.07)，對於積極的態度構面平均分數較低，包括「有用性」(2.73)及「要求教師接受傾向」(2.60)。多元迴歸分析的結果顯示，手機上網時間(=0.170, p<0.001)、班級規範種類與手機成癮量表得分呈顯著正相關(=0.117, p<0.05)。手機使用態度量表的四個構面中的「有用性」與手機成癮量表得分呈顯著正相關(=0.464, p<0.001)，顯示當學生愈是認為上課使用手機較有趣時，其手機成癮的風險愈高。 建議：經由本研究發現班級手機規範的制定及學生上課使用手機的態度對手機成癮有預測效果，因此，各班導師可在制定班級規範時，了解班級學生對上課使用手機的態度，配合適當的班級規範，期許有助於學生改善手機使用及成癮狀況。Purpose: This study aims to explore the associations between the instructor’s class smartphone use regulations, students’ attitudes towards using smartphones and the risk of addiction.Methods: Study participants came from the first, second, and third year students in a five-year junior college in Taoyuan City, and they completed a self-administrated questionnaire in 2021. The Smartphone Addiction Scale and Students' Attitudes to Smartphones Scale were used. A total of 344 valid questionnaires were collected. Results: Among the participants, 70.3% reported the all-day smartphone use regulation. The average score of the Smartphone Addiction Scale was 68.77 (score range: 26~130). The results of regression model showed that smartphone use time (=0.170, p<0.001), smartphone use regulation (=0.117, p<0.05) and the "usefulness" attitude towards smartphone use (=0.464, p<0.001) were associated with the scoreof the smartphone addiction scale.Suggestions: Findings of this study suggest that class instructors should understand students’ attitudes towards smartphone use and formulate appropriate class regulations to limit smartphone, in order to help prevent students from the risk of smartphone addiction.