高中職學生自尊、因應型態、拒網自我效能與網路成癮之相關研究

Abstract

本研究旨在探討青少年網路成癮之相關關聯因素，並以三元影響理論（The theory of triad influence）觀點切入，採用該理論之「個體影響因素」之變項，探討青少年自尊、壓力因應型態、拒網自我效能對網路成癮之關聯與預測關係，並檢驗拒網自我效能於自尊對網路成癮以及因應型態對網路成癮之中介關係。本研究針對1,168位高中與高職學生進行「Rosenberg自尊量表」、「壓力因應量表」、「拒網自我效能量表」及「陳氏網路成癮量表」等問卷之施測，而後以描述統計、皮爾森相關分析及結構方程模式進行分析。研究結果顯示：（1）高中職學生平均每週上網時間為25.15小時（SD = 20.45），其中使用智慧型手機上網的每週總時數為17.92小時（SD =20.08）；（2）自尊與網路成癮呈顯著負相關且可負向預測網路成癮；（3）逃避-情緒導向因應與網路成癮呈正相關且可正向預測網路成癮；（4）拒網自我效能與網路成癮呈負相關且可負向預測網路成癮；（5）拒網自我效能部份中介自尊與網路成癮的關係；（6）拒網自我效能部份中介逃避-情緒導向因應與網路成癮的關係；（7）逃避-情緒導向因應可完全中介自尊與拒網自我效能的關係。本研究建議自尊、壓力因應型態及拒網自我效能，可分別作為網路成癮的遠程、近程及促發因素，並建議家長、教育及諮商輔導相關人員，可促進青少年的高自尊、減少於壓力情境下採取逃避或情緒化之因應方式、提升於高風險情境下能夠拒絕或停止上網之技巧，如此將可有效預防網路成癮之風險。Based on the theory of triadic influence (TTI) theoretical framework, this study was designed to examine (a) the relationship among self-esteem, coping styles, refusal self-efficacy of Internet use and Internet addiction (IA), (b) the mediating role of refusal self-efficacy in the relationship between self-esteem and IA, and (c) the mediating role of refusal self-efficacy in the relationship between coping styles and IA. Using a cross-sectional design, 1,168 participants (1019 females) were recruited from senior high schools. The Rosenberg Self-Esteem Scale, Stress Coping Checklist, Refusal Self-Efficacy of Internet Use Questionnaire, and Chen Internet Addiction Scale were used to assess the levels of self-esteem, coping style, refusal self-efficacy of Internet use, and IA. Initial descriptive statistics were compiled, and Pearson correlation was used to identify the relationship among related variables. Furthermore, structural equation model was used to determine the mediating effects. The results showed that (a) the average time of the weekly Internet use among senior high school students was 25.15 hours (SD=20.45), and the average time of the weekly Internet use via smartphones was 17.92 hours (SD=20.08); (b) self-esteem was negatively correlated with IA, and negatively predicted IA; (c) avoidance/emotion-focused coping was positively correlated with IA, and positively predicted IA; (d) refusal self-efficacy of Internet use was negatively correlated with IA, and negatively predicted IA; (e) the relationship between self-esteem and IA was partially mediated by refusal self-efficacy of Internet use; (f) the relationship between self-esteem and avoidance/emotion-focused coping was partially mediated by refusal self-efficacy of Internet use; (g) the relationship between self-esteem and refusal self-efficacy of Internet use was fully mediated by avoidance/emotion-focused coping. It is suggested that self-esteem, coping styles, and refusal self-efficacy of Internet use could be ultimate, distal, proximal causes of IA, respectively. The results of this study may have practical implications for parents, teachers and practitioners. Specially, these finding demonstrated that enhancing self-esteem, reducing avoidance/emotion-focused coping under the stressful situation, strengthening the techniques of refusing to use the Internet may prevent adolescents from IA.