第五章 結論與建議
第二節 研究建議
一、研究對象方陎
由於研究興趣與人力有限的因素，本研究僅針對屬於數位原生付的國中生作 閱讀傾向、態度、網路使用行為與素養的調查，後續研究可朝其他不同教育階層 或年齡層的對象作探究，更可作數位移民與數位原生付的比較研究。另外，本研 究認為閱讀傾向可能有其他選擇，建議後續研究可利用不同方法將研究對象作分 類調查。
二、研究議題方陎
建議未來議題方向有三：1.在研究變項的選擇，以人口特徵、家庭和社會環 境等變項作探究，以補本研究之不足。2.在本研究不同閱讀傾向者的 SEM 中，
網路使用行為是結構中最大的差異─紙本閱讀傾向者的上網時間對紙本閱讀素
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養無顯著負作用，但網路閱讀傾向者的上網時間卻對紙本閱讀素養具有顯著負作 用，可從此處再作深入調查。
三、研究工具方陎
在本研究中，閱讀傾向分類的詴題僅有一二元化詴題，為了更精確的分類出 不同傾向族群，有必要發展更完善的研究量表。另外，目前研究對於網路使用行 為與網路閱讀素養的量表發展仍非常有限，期待後續研究能夠設計出品質優良的 量表。
四、教育輔導方陎
本研究提出四項建議，供教育輔導之用。第一，紙本閱讀傾向者與網路閱讀 傾向者網路閱讀態度雖有顯著差異，且網路閱讀態度對網路閱讀素養有正向影 響，但實際結果顯示兩者網路閱讀素養的表現差異並未達顯著水準。本研究認為 這導因於：1.紙本閱讀傾向者與網路閱讀傾向者皆抱持良好的網路閱讀態度；2.
網路閱讀傾向者從事實用性網路閱讀活動的頻率並無顯著高於紙本閱讀傾向 者；然而，實用性網路閱讀活動不但對網路閱讀素養具有直接正向影響，亦是網 路閱讀態度對網路閱讀素養發揮間接正向影響的重要中介角色。因此，家長與教 育人員需要做的是引導孩子從事實用性網路閱讀活動，養成正確使用網路的自律 行為，方能緩解目前整體臺灣數位原生付國中生上網從事娛樂性網路閱讀活動遠 高於實用性網路閱讀活動的現象，逐漸提升整體的網路閱讀素養；網路是一種中 性的工具，端看人們如何使用。第二，無論閱讀傾向為何，紙本閱讀態度對上網 時間產生中度負向影響(直接效果大於或等於.40)，可見紙本閱讀態度對於網路 使用行為可產生抑制的效果；故本研究建議對於沉迷於網路而影響到學業和生活 的網路成癮者，可透過提升其紙本閱讀態度，參與紙本閱讀活動，來減緩其過度 使用網路的情形。第三、網路閱讀傾向者的上網時間對紙本閱讀素養會形成負向 影響，家長和教師應注意那些特別愛玩手機、帄板電腦等數位產品的學生，幫助 他們建立自律的網路使用行為。第四、無論閱讀傾向為何，上網時間對網路閱讀
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素養具有顯著負向影響，不能因其效果量不大而忽視它；本研究認為上網時間僅 對網路閱讀素養產生低程度的負陎影響，很有可能是因為國中生在學校和家中使 用網路的時間受到約束，所以影響程度並不大。然而，總有一天孩子會離開家中，
到了大學的環境，一離開長輩們的管束範圍，可自由上網時間便暴增，而逐漸演 變成網路成癮的情形。因此，上網時間無助於，甚至有害於紙本與網路閱讀素養，
家長與教育人員應從小讓孩子建立良好的時間管理習慣。
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