國中生網路成癮預防教育之課程與教材開發及其成效評估研究：以社會認知理論為基礎

Past researches have pointed out the appropriateness of the social cognitive theory in explaining the causes of addictive behavior, including Internet addiction. Based on the strategic foundations of the social cognitive theory, the present study aims to develop course materials and assessment measures for the prevention of Internet addiction among junior high school students. In addition, direct application of the course material will be implemented in guidance classes as part of the junior high school student curriculum. The first year of the study will focus mainly on the content assemblage of the course material and questionnaire development. In order to collect relevant course content and material, recruitment was made toward four junior high school in Taipei city, New Taipei city, Tainan city, respectively. In total, fourteen classes, tallying 372 students were included in the open-ended questionnaire administration. 339 students completed the questionnaire, yielding a response rate of 90.86%. The positive outcome expectancies of Internet use and smart-phone use resulted in 987 and 899 related cognitive contents, respectively. In addition, high-risk situations that may cause the inability to resist or stop going online and smart-phone use resulted in 1,054 and 1,112 types of high-risk situations, respectively. Moreover, we plan to administer the four questionnaires to three junior high school in Taipei city and Taoyuan city, totaling 45 classes, 1,142 students. Valid questionnaires were 906, with an effective response rate was 79.33%. Results from the exploratory factor analysis showed that the positive outcome expectancy of Internet use questionnaire (22 items), refusal self-efficacy of Internet use questionnaire (21 items), positive outcome expectancy of smart-phone use questionnaire (27 items), and refusal self-efficacy of smart-phone use questionnaire (20 items) can explain 65.51%, 71.53%, 70.33%, and 72.94%, respectively. In addition, the Cronbach α and predictive validity analysis showed that the four questionnaires have good reliability and validity. The second year of the study will focus on designing educational course material in the prevention of Internet addiction among junior high school students. This study invited a guidance counselor residing in a junior high school in Taoyuan city, along with our research team in designing the educational course material. Afterwards, we asked two guidance counselors from two junior high schools in Taipei to provide professional suggestions in regards to educational practices. Finally, we invited three guidance counselors from a junior high school in Taipei to select two classes each (totaling six classes) for actual in-class teaching. In depth focus-group discussion was conducted at the end of the courses to construct the educational course material. Materials include the teacher’s manual, student book, and PPT files. In addition, in order to increase the availability of the course material for it to be included into the formal course curriculum, and to add to the variety of educational practices, the research team and three of the guidance counselors also constructed “the educational course material: a four-week course” and “the educational course material: a six-week course.”