國中學生網咖經驗與學習表現、偏差行為之相關研究---以高雄市右昌國中為例

• Main Author: 蘇英杰
• Other Authors: 朱耀明
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/70614888253592597031

碩士 === 國立高雄師範大學 === 工業科技教育學系 === 91 === This study is first to investigate Yuchang Junior High School students’ experiences with Internet Cafés, and then to try to understand what different outcomes the experiences would incur, and last in hopes to offer forte levels between these students’ experiences with Internet cafés and their delinquent behaviors, in terms of gender, grade, social status, family structure, computer facility available, academic performance and overall performance, so as to act as a reference to schools, families and the society, and to offer further studies. The research tools employed for this particular study are Questionnaire on Adolescent’s Experience with Internet Cafés designed by Prof. Fang-ming Huang, vice CEO of Shiang Yang Education and Culture Foundation, and Adaptation Measurement on Adolescent’s Behaviors designed by Mei-yao Ho. A total sample of five classes, i.e., 374 students, are selected randomly from the second and third grades of this school. With only some ineffective questionnaires returned, 363 copies are taken back to the researcher with useful copies accumulating to a high rate of 97.06%, and among the students surveyed and counted, 165 are male, while 198 are female. Major findings are as follows: A.The sketch of these students’ experiences with Internet cafés reveals that 1.59% of these students are Internet café consumers; the consumer population is higher and still mounting, comparing with the outcome published by Shiang Yang Education and Culture Foundation, 2.these students stay at the cafés at least three times a week, and that 3.78.5% of them go there in company. B.The students’ backgrounds vs. Internet café experiences formula depicts that 1.their experiences with Internet cafés differ apparently among various grades; this experience-grade relation falls onto a middle-forte level, 2.their experiences with Internet cafés also differ between genders, in which males have more experiences than females; this experience-grade relation is weak, 3.all the students’ experiences with Internet cafés differ among different social statuses, in which low social status family students have more experiences with the cafés than middle and high social status family students; the relation between café experience and social status is also weak, 4.different family structures cause different Internet café experiences among junior high students, in which a student who temporarily stays at a relative’s home has more experiences with the cafés than the one who stays with his/her stepfamily, biological family, or single-parent family. The relation between family structures and Internet cafés is also a weak one. When we take a closer look we clearly find that the student who stays at his/her stepfamily has far fewer experiences with the cafés than the other family structure students. 5.a difference is also found existing between students who have their own computers and those who don’t. The self-owned computer-Internet café relation is on the middle-forte scale. 6.a difference is also detected when we compare the students’ academic performances to their experiences with Internet cafés. 60% of the students whose grades ranging from B to E have experiences with cafés, while only 30% of the students whose grades are A do. In the author’s opinion, this outcome deserves a further study. The grade-Internet café relation forte is in a middle level, and that 7.the author spots a forte difference when it comes to students’ overall performances and their Internet café experiences; however, this relation is weak. Among the students whose overall grades are between C and D, 70% have such café experiences. C.The impacts the students’ experiences with Internet cafés on their delinquent behaviors are that 1.junior high school students’ delinquent behaviors are linked to their experiences with Internet cafés; no matter what category these behaviors are located in, outward infringements or just bad habits, they are on the difference-is-apparent level. Both of the two variables are on the strong-forte scale, and that 2.both of the infringements and habits differ regarding to what the café open time periods are to the students; the relation falls onto a middle-forte level. Applications (Some suggestions for school-related institutes) A.The school should do the followings to improve students’ behaviors: 1.Have a concrete instructor-advisor operating device. 2.Have a comprehensive understanding on students’ behaviors in class. 3.Pay more attentions to students who don’t stay with their parents. 4.Let the public have an easy access to the school’s Internet sources. B.The family members are suggested to 1.set up reasonable and feasible rules regulating Internet usages, 2.understand how their youngsters spend their money, and 3.gain more knowledge on adolescent development. C.The society are also accountable to 1.set up rules regulating where can an Internet café be situated and what are the restrictions regarding the café’s surroundings, and to 2.educate café owners to abide by the regulations.