| 摘要: | 本論文主要在探討高職生上網時間對人際關係與學習態度之現況，並考驗不同性別、年級、家庭結構、父母教育程度與每週上網時間的差異情形。同時，探討高職生人際關係與學習態度的相關性。
本研究採立意研究方式，針對臺北市立大安高工學生進行調查，共發出480份，回收問卷472份，有效問卷463份，回收率98.0%。以「基本資料調查表」、「人際關係量表」、「學習態度量表」為研究工具，問卷所得資料利用SPSS統計方法以百分比、次數分配表、獨立樣本t檢定、單因子變異數分析、雪費事後比較、皮爾森積差相關為統計方法。茲將研究結論說明如下:
一、在高職生人際關係的三個向度中，以「同儕關係」表現最好。
二、在高職生學習態度的三個向度中，以「自我期望」表現最好。
三、高職學生人際關係量表中，不同性別在「同儕關係」有顯著差異，就平均數而言女生優於男生；不同年級在「同儕關係」、「師生關係」有顯著差異，經雪費事後比較二年級優於一年級及三年級；不同家庭結構在「家庭關係」、「師生關係」有顯著差異，經雪費事後比較發現：三代同堂優於核心家庭、單親家庭；不同父親教育程度在「家庭關係」有顯著差異，經雪費事後比較發現，碩博士畢業父親優於專科畢業及大學畢業；不同每週上網時間在「家庭關係」、「師生關係」有顯著差異，經雪費事後比較發現，「每週上網20小時內」優於「每週上網21-40小內」、「每週上網41-60小內」。
四、高職學生學習態度量表中，不同性別在「自我期望」有顯著差異，就平均數而言女生優於男生；不同年級在「技能學習」、「自我期望」有顯著差異，經雪費事後比較發現一年級優於二年級及三年級；不同家庭結構在「學業學習」、「技能學習」有顯著差異，經雪費事後比較發現三代同堂優於核心家庭、隔代家庭；不同每週上網時間在「學業學習」、「技能學習」、「自我期望」有顯著差異，經雪費事後比較發現，「每週上網20小時內」優於「每週上網21-40小內」、「每週上網41-60小內」，「每週81小時以上」優於「每週上網61-80」有顯著差異。
五、在高職學生人際關係與學習態度相關分析中，家庭關係與學業學習、技能學習、自我期望具有正相關；同儕關係與學業學習、技能學習、自我期望具有正相關；師生關係與學業學習、技能學習、自我期望具有正相關。
根據上述研究結果，本研究提出具體的建議，提供家長、師長、高職學生以及未來相關研究者參考。
This thesis mainly discusses the current status of vocational students' online time on interpersonal relationships and learning attitudes and tests the differences between different genders, grades, family structure, parental education level, and weekly online time. At the same time, it explores the correlation between interpersonal relationships and learning attitude of vocational students.
This research adopts a determined research method and surveys Taipei City Da-An senior engineering students. A total of 480 copies sent, 472 questionnaires returned, and 463 valid questionnaires returned, with a recovery rate of 98.0%. The researcher used the "Basic Data Questionnaire," "Interpersonal Relationship Scale," and "Learning Attitude Scale" as research tools. The data obtained from the questionnaires use SPSS statistical methods as a percentage, frequency allocation table, independent sample t-test, analysis of variance (ANOVA), Fisher's post-mortem comparison, and Pearson product correlation are statistical methods. The researches' conclusions explained as follows:
1. Among the three dimensions of the interpersonal relationship of vocational high school students, "peer relationship" performs best. In terms of average, female peer relationship is better than male peer relationship.
2. Among the three dimensions of the learning attitude of vocational high school students, "self-expectation" performs best. In terms of average, female self-expectation is better than male self-expectation.
3. In the interpersonal relationship scale of vocational high school students, there is a significant difference in "peer relationship" between different genders. In terms of average, girls are better than boys; after different grades, "peer relationship" and "teacher-student relationship" are compared after two. The second grade is better than the first grade and the third grade; different family structures are better than the nuclear family and single parent family in terms of "family relationship" and "teacher-student relationship" after three years of trouble; the "family relationship" of different family education levels is better Compared with after-effects, the father who graduated with a master's degree is better than the junior college graduate and college graduate; compared with the "family relationship" and "teacher-student relationship" for different online times every week, after "after-sales", "within 20 hours a week online" is better than There are significant differences between weekly Internet access within 21-40 hours and "weekly Internet access within 41-60 hours".
4. In the learning attitude scale of vocational students, different genders have significant differences in "self-expectation". In terms of average, girls are superior to boys; It is better than the second and third grades; compared with the three generations of the same family in terms of "academic learning" and "skilled learning" after different expenses in different family structures. "Skills Learning" and "Self-Expectation" are compared after a fee, and "within 20 hours of Internet access per week" is better than "within Internet access within 21-40 hours per week", "with Internet access within 41-60 hours per week", and "81 per week" "Hours or more" is better than "61-80 online per week".
5. In the correlation analysis of the interpersonal relationship and learning attitude of vocational students, the family relationship positively related to academic learning, skill learning, and self-expectation. Peer relationship is positively related to academic learning, skill learning, and self-expectation. Teacher-student relationship has a positive relationship with academic learning, skill learning, and self-expectation.
Based on the above research results, this study makes specific recommendations to provide references for parents, teachers, professional counselors, and future relevant researchers. |
