國中生參與線上遊戲經驗與自我概念、生活適應與幸福感之研究 Analyses of Junior High School Students’ Online Gaming Experience and its Relationship with Self-concept, Life Adaptation and Well-being

Abstract

本研究探討國中生參與線上遊戲經驗與自我概念、生活適應與幸福感之關係。研究者採用調查研究法,以高雄地區887名國中生作為研究對象,研究工具包括線上遊戲相關經驗問卷、線上遊戲參與動機量表、自我概念量表、生活適應量表與幸福感量表等。研究結果顯示:有68.5%國中生參與線上遊戲,其多選擇在家玩免費線上遊戲。男生參與線上遊戲比例、玩家資歷、每天上線平均時間與線上遊戲參與動機均顯著高於女生。而父母對玩線上遊戲抱持沒有限制態度之國中生,其每天上線平均時間較長,且線上遊戲參與動機亦較強。有線上遊戲經驗之國中生,其「家庭自我」概念較差,卻具有較佳「生理自我」概念;相對地,無線上遊戲經驗的國中生,其「生活適應」概念較佳。此外,線上遊戲參與動機之「自我肯定」、「社交互動」,與「休閒娛樂」三向度對自我概念、生活適應及幸福感的解釋力較低,顯示尚有其他重要影響因子須進一步探究。The purpose of this study was to explore junior high school students’ online gaming experiences and its relationship with self-concept, life adaptation and well-being. 887 participants from 10 junior high schools in the Kaohsiung area were obtained. Analysis was based on the scales of Online Game Experiences, Motivations for Play in Online Game, Self-concept, Life Adaptation, and WellBeing. Results showed that 68.5% of junior high students presently play online games. Among them, most students choose to play free online games from home. Boys exhibit significantly higher online gaming play rate, player experiences, daily average time of playing online games and motivations for play compared to girls. When compared to non-game players, students who have online gaming experiences show poorer “family self” and “life adaptation”, but display better “physical self”. Additional results showed that three factors of motivations for playing online game (self-affirmation, social interaction as well as recreation and leisure) have significant effects but low explanatory power on self-concept, life adaptation, and well-being, indicating that other important factors may need further investigation.