The Differential Interpersonal Relationships Happened in Internet from in Reality for the Elementary School Students

• Main Author: 呂欣怡
• Other Authors: 何秀珠
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/19779481126935843452

碩士 === 國立新竹教育大學 === 人資處輔導教學碩士班 === 94 === Abstract With the prevalence of internet, people long for interpersonal relationships. Greater emphasis is put on the issue of acquaintanceship in internet. Through internet, another channel outside reality for people’s association with each other is developed. It is found in classrooms and also in previous studies that the age level of acquaintanceship in internet has descended to that of elementary school students while the ratio of acquaintanceship in internet among them has been gradually ascending. The following questions are explored in this study: 1) what do elementary school students think of acquaintanceship in internet? 2) What are the differences in the concepts of friends on net and those in reality? 3) What are the interpersonal relationships of the students who make friends through internet? The subjects of the study are elementary school senior students in Tao Yuan City. Questionnaires are taken to collect data. The results are as follows. Firstly, forty percent of the senior students have the experience of making friends through internet. For those who don’t, thirteen percent of them wish to have net pals. Secondly, for those who have and who don’t have net pals, significant differences are found in their viewpoints towards “benefits of acquaintanceship in internet”, “internet settings”, “communication with net pals”, “interactive attraction”, and “companion trust.” Finally, for students who make friends through internet, their best relationships are those with friends and classmates in real life and followed by those with parents and those with net pals. “The relationships with net pals” and “the relationships with friends and classmates in real life” are significantly and positively correlated. To sum up, it is suggested that parents and teachers should be equipped with sufficient information knowledge to merge the issue of acquaintanceship in internet into daily life discipline. Good relationships between teachers and students and between parents and children should be cultivated. Students should be guided to establish peer relationships. Students’ internet behaviors should be moderately regulated and monitored.