| Summary: | 碩士 === 中華大學 === 科技管理學系 === 104 === This study aims to understand the current situation of mobile phone use by school children in senior grades of elementary schools in Taipei City and explores the differences and impacts on school children with different backgrounds in mobile phone usage, mobile phone dependence, time management, and school life adaptation.
This study referred to the “Juvenile Mobile Phone Addiction Scale” prepared by Liao Wan-I (2008), “Time Management Scale” prepared by Chen Hui-Ling (2013), and the “School Life Adaptation Scale” prepared by Chen Heng-Zhi (2013) to develop the “Elementary School Children Mobile Phone Usage, Time Management, and School Life Adaptation Questionnaire”, adopting a questionnaire method to collect data. This study’s objects are school children in the senior grades of elementary school in Taipei City during 2015, selecting one elementary school each from the twelve administrative regions of Taipei City. One class in Grade 5 and Grade 6, respectively, will be selected from each elementary school; in total, 24 classes were given the questionnaire, and 569 effective samples were returned, for an effective recovery rate of 94.8%. With the data obtained from the questionnaire, we carried out data analysis through such statistical approaches as Item analysis, factor analysis, reliability analysis, descriptive statistics analysis, chi-square test, independent sample t-test, one-way ANOVA, Pearson correlation analysis, regression analysis, etc. The results of this study are summarized below:
1.The mobile phone holding rate of school children in the senior grades of elementary school in Taipei City is 62.9%; the mobile phone usage rate is 96.5%, of which, 88.2% are using smart phones. School children most often use mobile phones at home on weekends, and 27.2% of the school children use mobile phones every day. The functions for which mobile phones are most frequently used are to play games (51.7%), watch movies (41.1%), and listen to music (40.8%).
2.Schoolboys and schoolgirls show significant differences in the “Mobile Phone Functions Most Frequently Used”; schoolgirls most often use mobile phone to “listen to music”, use “chatting software”, and “make phone calls”, while schoolboys most often use mobile phones to “play games” and “watch movies”.
3.Schoolchildren that have smart phones started using mobile phones in an early grade, use mobile phones for a long time regardless of ordinary days or weekends, and frequently use functions with a higher interaction frequency, such as Facebook, chatting software etc.; therefore, their degree of mobile phone dependence is high.
4.Elders’ attitudes towards schoolchildren’s mobile phone use impact schoolchildren’s mobile phone usage and degree of mobile phone dependence.
5.A younger-age trend phenomenon occurs in mobile phone use; the more senior the grade, the more serious the mobile phone dependence is. Schoolgirls’ capability for time management and school life adaptation is better than that of schoolboys; schoolchildren who use mobile phones more frequently have a higher degree of mobile phone dependence and poor time management capability.
6.Schoolchildren who use their mobile phones for a long time have a higher degree of mobile phone dependence, poor time management capability, and low school life adaptability.
7.Mobile phone dependence influences time management and school life adaptation, while time management also affects school life adaptation.
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