| 摘要: | 慧型手機的普及，為生活帶來便利，但也讓愈來愈多國中生沉迷於手機世界，「低頭族」也隨之崛起，人際關係疏離、手機成癮、眼睛、頸椎疾病等，數位時代下所需面臨的問題也越趨嚴重。
本研究應用科技接受模型(Technology Acceptance Model, TAM)，探討國中生使用智慧型手機之行為意圖。透過問卷調查方式進行資料收集，共發放1000份問卷，得到有效樣本871份，將回收資料以SPSS17.0版及AMOS21.0版套裝軟體進行結構方程模式分析，以檢驗本研究模型適配度與驗證假設，研究結果如下:
一、 不同「年級」、「性別」、「有無手機」、「使用手機時間」、「名次」、「父學歷」、「母學歷」及「母職業」及「父親職業」在國中生使用智慧型手機行為各層面上有部分差異。
二、 國中生使用手機之「知覺有用」對「行為意圖」具有正向影響。
三、 國中生使用手機之「知覺易用」對「行為意圖」具有正向影響。
四、 國中生使用手機之「主觀規範」對「行為意圖」具有正向影響。
五、 國中生使用手機之「知覺娛樂」對「行為意圖」具有正向影響。
六、 國中生使用手機之「行為意圖」對「實際行為」具有正向影響。
七、 國中生使用手機之「知覺易用」對「知覺有用」具有正向影響。
最後本研究依據建立之架構及實證結果，對國中生、家長、老師、學校與教育主管機關提出若干管理實務意涵及後續研究建議。
As the population of smartphones recently, has already made people’s life easier and more conveniently. But that was also the reason why more and more junior high school students have smartphone addiction symptoms. These phones nubbers are aliens in interpersonal relationships, they couldn't take their eye off smartphones for a minute, which caused serve vision and cervical vertebra illiness. These problems were getting worse and worse in modern digital life.
This study used TAM (Technology Acceptance Model) to discover the intention of using smartphones of junior high school students. The questionnaires were sent out to collect data, and received 871 valid samples within 1000 questionnaries. Then process the data with SPSS17.0 and AMOS21.0 to analyze with structural equation model, in order to test the goodness of fit of this study and to verify hypothesis. The main conclusions of this study were as follows: (1) There are difference among junior high school students’ smartphone useage on “different grade”, “gender”, “own smartphones or not”, “spent time on using smartphones”, “ranking at class”, “father’s educational background”, “mother’s educational background”, “mother’s occupation” and “father’s occupation” levels. (2) There is positive influence on “awareness of usfulness” to “behavior intention” of junior high school students’ smartphone useage behaviors. (3) There is positive influence on “awareness of user-frienndly” to “behavior intention” of junior high school students’ smartphone useage behaviors. (4) There is positive influence on “agency norms” to “behavior intention” of junior high school students’ smartphone useage behaviors. (5) There is positive influence on “awareness of entertainment” to “behavior intention” of junior high school students’ smartphone useage behaviors. (6) There is positive influence on “behavior intention” to “actual behaviors” of junior high school students’ smartphone useage behaviors. (7) There is positive influence on “awareness of user-friendly” to “awareness of usfulness” of junior high school students’ smartphone useage behaviors.
To sum up, this study proposes some practical implications and suggestions of following research, according to research sturucture and empirical results to junior high school students, parents, teachers, schools and education authorities. |
