穿越虛擬與現實之間：大學院校學生現實生活及網路世界的攻擊行為與相關因素之研究

全文

(1)國立交通大學教育研究所碩士論文. 穿越虛擬與現實之間：大學院校學生現實生活及網路世界的攻擊行為與相關因素之研究 Across Reality to Virtual World: Aggression and Related Factors between Two Worlds. 研究生：劉怡秀指導教授：林珊如博士. 中華民國九十三年八月.

(2) 穿越虛擬與現實之間：大學院校學生現實生活及網路世界的攻擊行為與相關因素之研究 Across Reality to Virtual World: Aggression and Related Factors between Two Worlds. 研究生：劉怡秀. Student：I-Hsiu Liu. 指導教授：林珊如. Advisor：Sunny S. J. Lin. 國立交通大學教育研究所碩士論文. A Thesis Submitted to Institute of Education College of Humanities and Social Sciences National Chiao Tung University in partial Fulfillment of the Requirements for the Degree of Master in Education August 2004 Hsinchu, Taiwan, Republic of China. 中華民國九十三年八月 ii.

(3) 摘要本研究旨在探討大學院校學生在虛擬網路世界的論戰經驗和現實生活的攻擊行為，並分析引發網路攻擊的各種可能成因。將引發網路攻擊行為的因素區分為遠端－必要因素、及近端－充分因素，其中上網時數、上網年資、電腦中介溝通環境特性、性別、自尊、內外控人格、依附、社經地位等八個變項，是遠端必要因素，如果個體四周出現遠端變項，則其出現網路攻擊行為的機會大增，但若僅僅出現此八個變項，並不一定導致網路攻擊行為。其次以網路論戰經驗頻率、現實生活攻擊行為和網路認知扭曲作為近端充分因素，若個人具備此三個近端充分因素，則直接導致網路攻擊行為的出現。研究者自編「電腦中介溝通環境特性」量表，也參酌其他相關研究編製的工具，修改成適合本研究目的的量表，以網路施測的方式，收集了三所國立、五所私立大學的學生樣本共 1124 份。研究結果發現，第一，男生在整體網路論戰經驗頻率、目擊網路論戰和親身經歷網路論戰方面的頻率都比女生來得高；同時男生的整體現實生活攻擊行為以及身體攻擊、言語攻擊和減敏感性方面比女生高；網路認知扭曲以及負向思考、自我中心、責怪他人方面，也都是男生高於女生。第二，個人的上網時數多寡會影響其論戰經驗的高低，掛在網路上的時間愈多，自然經歷到的論戰頻率愈多；愈認同於網路環境特性，以及在現實生活中常有較多攻擊行為者，有較多的網路論戰經歷。第三，分析論戰的可能成因，發現現實生活攻擊行為及減敏感性分量表最能預測經驗網路論戰。第四，分析攻擊行為的背後可能成因，發現人格特質中愈傾向於外控人格者、自尊愈低者、在人際相處中愈焦慮不安者，愈容易在現實生活中出現攻擊行為；所有預測現實生活攻擊行為的變項中，以性別最有預測力。第五、網路論戰頻率與現實生活攻擊行為都和網路認知扭曲有顯著相關，並且以現實生活攻擊和分量表「減敏感性」最能預測網路認知。第六、就網路攻擊的遠端因素方面，大學院校男生的網路攻擊傾向遠高於女生，並且，對網路環境的愈認同、對人際相處關係愈是緊張焦慮、上網資歷愈少的新手、自尊愈低、愈傾向外控的人，就愈易在網路上出現攻擊行為；而對網路攻擊預測力最強者為認同網路環境是無規範的人。第七、就網路攻擊的近端因素來看，整體網路論戰經驗頻率、現實生活攻擊行為以及網路認知扭曲和目擊、經驗網路論戰，身體、言語攻擊、減敏感性，負向思考、錯誤標籤、自我中心、責怪他人所有分量表都是顯著的正相關，其中預測力最強的是網路認知扭曲的分量表「自我中心」。以上的研究結果經總結，以路徑分析建立出社會認知論的網路攻擊模式。 iii.

(4) 總之，人類的攻擊行為似乎從現實穿越到虛擬世界，採取網路攻擊手段的人是個人的人格特質中具有攻擊傾向，同時也受到外在網路環境的影響，個人對其他網路使用者採取負面或不理性的認知評價，更是促成網路攻擊的最重大因素。網際網路已盛行多年，各項不適當或充滿敵意的網路攻擊行為盛行於網路虛擬世界中，加上科技的日新月異，攻擊的手段愈來愈五花八門，本研究以探究網路攻擊者背後的「心理特質」，期能開啟國人對於「攻擊」變項從「現實生活世界」延伸至「虛擬網路世界」的初步認識，更希研究的發現能對網管人員提供更深入的心理層因了解，以尋求適當的網路管理規約或教育上的輔導策略。. 關鍵字：網路論戰經驗頻率、電腦中介溝通環境特性、網路認知扭曲、網路攻擊、減敏感性. iv.

(5) Abstract. This study explores relations of aggressive behavior in real-life situation, sending flaming message in virtual world, cognitive distortion, and Internet aggressive behavior for college students. A social cognitive model is offered to explain why college students engage in Internet aggressive behaviors. In this model, the explanatory factors are further categorized as distal factors – necessary causes and proximal ones – sufficient causes. Individuals having or exposed to distal factors are more likely, but not definitely, to show Internet aggressive behavior; while those who having proximal factors will definitely show Internet behavior. The 8 distal factors are accessibility to the Internet (usage and experience), features of Computer-Mediated Communication environment, gender, self-esteem, locus of control, adult attachment, and social economic status. The 3 proximal factors are flaming experience, real-life aggression, and cognitive distortion about the Internet. Most scales were adopted from previous studies and the reliability and validity were reexamined in a pilot study. Besides, the author designed a new scale “Features of Computer-Mediated Communication environment” (FCMC). These scales were distributed through a website to 1124 Internet users who responded to a recruitment advertisement. Seven results were summarized in below. First of all, Males were more aggressive no matter in real-life or on the Internet. Male subjects had more Internet flaming experiences (observing and participating), higher real-life aggression (including physical aggressive behaviors, verbal aggressive behaviors, and desensitization) and higher cognitive distortion for the Internet (including negative thinking, self-centered, and blaming others). Second, personal Internet usage affects Internet flaming because spending more time in the Net increases the opportunity to see and receive flaming messages. Besides, higher FCMC (perceiving the Internet as an environment of social disinhibitory, deinvidualizied, and with reducing social cues) as well as higher real-life aggression are positively correlated with Internet flaming. Third, according to the results of path analysis, real-life aggression, and its disensitization subscale were the most capable predictors of Internet flaming. Fourth, those who are more external control, lower self esteem, more anxious displayed greater aggressive in real-life but the strongest predictor of real-life aggression was gender. Fifth, real-life aggression, Internet flaming, and cognitive distortion were correlated. The strongest predictor of cognitive distortion of Internet was real-life aggression and its subscale, desensitization. Sixth, the distal factors of gender, FCMC, anxiety, Internet usage, self esteem, and locus of control could predict Internet aggression. Among them, FCMC was the strongest predictor. Finally, among the proximal factors, cognitive distortion of Internet was the strongest predictor of Internet aggression. v.

(6) In general, human aggression displayed in real-life seems penetrates into virtual world. Facing people in the virtual world, individual can react with different strategies. Those who attack other Internet users are of higher aggressive personality during their history of development while Internet environment does play an affecting role also. However, cognitive distortion is a critical mediator in the social cognitive model. In the final section, implications of the results, suggestions for future study, and practical suggestions for Internet management were offered. Keywords ： flaming, computer-mediated communication environment, internet cognitive distortion, internet aggression and desensitization.. vi.

(7) 謝誌「有開始，就有結束。」然而，完成這本論文的同時，我卻沒有即將離去的感覺。因為我知道，生命是一連串的歷程，永不結束；研究工作是一長串的累積，永不止歇。雖然兩年的研究生活隨著論文的完成即將告一段落，但曾經經歷過的一切，無論苦樂傷悲都會印在我腦海裡；曾經感動過的人事物，無論痕跡深淺都會留在我心底。未來的路還很長，我還要繼續地努力，持續地學習，與堅持地走下去。常在想，能從千頭萬緒的教育職場中回歸簡單純樸的學生身分實在是件難得且幸福的事，回首這兩年的學生生涯，自是苦樂參半，有到處奔波、挑燈夜戰案牘的勞形；有腸思枯竭、一片混沌鬱悶的勞心，當然也有稿件被接受上台發表時初生之犢的喜悅。感謝這一切的發生，我想在回顧的同時，忘卻曾有的苦痛，記下所有的美好，並謝謝在這歷程中曾經陪伴我走過的每一個人。恩師珊如媽咪，是我生命中的貴人，謝謝您對怡秀的厚愛與關懷，謝謝您時常地為怡秀禱告，謝謝您的擁抱，也謝謝您的鼓勵，讓我在脆弱的時候，不管是遭遇研究上的挫折或生活上的不順遂，都能因為您的和藹的面容與平和的聲音，給足我安定的力量與再前進的勇氣，也謝謝您在論文上的嚴格要求與指導，因為您的了解與包容，才讓這本論文得以順利完成，這份亦師亦母的情分我將永遠永遠地珍惜，不會辜負您的期望。感謝口試委員方紫薇教授、劉旨峰教授，謝謝您們給予怡秀論文上的指導與建議，讓我知道學術的浩瀚無涯，未來將以更謙卑的心虛心的學習。也謝謝在交大教育研究所的每一位老師與行政人員，謝謝淑卿姐的細心體貼，謝謝偉智對於建制網路問卷系統的幫忙，謝謝素蘋不厭其煩地幫我一起解決統計相關問題，謝謝你們的善良與好心。謝謝俊昇、小惠、淵任、建妤、蕙玲、琇櫻、芳吟、佩凌、佩珊等同窗好友們，因為你們才讓這兩年的研究生活多采多姿，這是個溫馨的大家庭，因為有著大家的歡笑聲與相伴的身影。謝謝死黨瑜君、慧瑩和亭尹的鼓勵與陪伴，總是體貼的當我心靈垃圾筒，還有在 msn 上夜夜陪我撐到凌晨的好友們，讓我在奮戰之時因為有你們的陪伴而不孤獨。最後，當然感謝我的家人，因為你們，才有今天的我，謝謝爸爸、媽媽、妹妹姿吟和狗寶貝 YAHOO，人口雖少的家庭卻處處充滿濃濃的愛與關懷，讓我在每一次疲憊萬分回家的時候都能有最放鬆的休息與最舒適的照顧，謝謝你們，好愛好愛你們。特別感謝行政院青年輔導委員會的慧眼賞賜，提供獎助學金，以此得獎的論文獻給關心我的家人、師長和朋友們。每一份感動，都是永恆。怡秀 2004.8.20 于竹北. vii.

(8) 目錄頁次中文摘要 ····························································································································· iii 英文摘要 ······························································································································ v 致謝···································································································································· vii 目錄··································································································································· viii 表目錄 ·································································································································· x 圖目錄 ································································································································ xii 第一章緒論 ················································································································ 1 第一節研究動機 ········································································································· 1 第二節待答問題 ········································································································· 3 第三節研究目的 ········································································································· 3 第四節名詞釋義 ········································································································· 4 第二章文獻探討 ·········································································································· 9 第一節網路虛擬世界的論戰經驗 ·············································································· 9 一、電腦中介溝通··································································································· 9 二、電腦中介溝通環境特性··················································································· 10 三、論戰 ·················································································································· 11 第二節現實生活世界的攻擊行為 ·············································································· 17 一、攻擊的理論 ······································································································ 17 二、引發攻擊行為的成因······················································································· 21 第三節基於社會認知理論的網路攻擊整合模式 ······················································ 29 一、網路攻擊 ········································································································· 30 二、網路攻擊整合模式·························································································· 31 第四節研究假設 ········································································································· 38 第三章研究方法與歩驟······························································································· 39 第一節預試與正式研究取樣方式及樣本分析 ··························································· 39 第二節研究工具 ·········································································································· 40 一、電腦中介溝通環境特性量表 ··········································································· 40 二、自尊量表 ·········································································································· 41 三、內外控人格量表······························································································· 43 四、依附量表 ·········································································································· 43 五、社經地位量表··································································································· 45 六、網路論戰經驗頻率量表··················································································· 45 七、現實生活攻擊行為量表··················································································· 46. viii.

(9) 八、網路認知扭曲量表··························································································· 47 九、網路攻擊量表··································································································· 48 十、背景變項方面··································································································· 50 第三節研究方法與流程······························································································· 50 第四節資料分析 ·········································································································· 51 第四章研究結果與討論······························································································· 52 第一節網路虛擬世界論戰經驗之相關研究結果 ······················································· 52 一、性別與網路論戰經驗頻率 ··············································································· 52 二、各變項與網路論戰經驗頻率的相關 ······························································· 52 三、各變項與網路論戰經驗頻率的預測力 ··························································· 55 第二節現實生活攻擊行為之相關研究結果 ································································ 57 一、性別與現實生活攻擊行為 ··············································································· 57 二、各變項與網路論戰經驗頻率的相關 ······························································· 57 三、各變項與網路論戰經驗頻率的預測力 ··························································· 58 第三節網路認知扭曲及網路攻擊之相關研究結果 ···················································· 60 一、性別與網路認知扭曲························································································ 60 二、性別與網路攻擊································································································ 60 三、各變項與網路認知扭曲的相關 ········································································ 61 四、各變項與網路認知扭曲的預測力 ···································································· 63 五、各變項與網路攻擊的相關 ················································································ 64 六、各變項與網路攻擊的預測力 ············································································ 69 第五章結論與建議 ········································································································ 76 第一節主要研究發現 ····································································································· 76 一、網路虛擬世界的論戰經驗 ················································································ 77 二、現實生活攻擊行為···························································································· 78 三、社會認知理論的網路攻擊整合模式 ································································ 78 第二節研究討論、結論與建議···················································································· 82 第三節研究限制與未來方向························································································ 87 參考文獻 ···························································································································· 90 附件一、預試問卷 ············································································································ 97. ix.

(10) 表目錄表 3-1-1 正式樣本取樣結果描述表 ·················································································· 40 表 3-2-1 電腦中介溝通環境特性量表之因素分析摘要表 ··············································· 42 表 3-2-2 自尊量表之因素分析摘要表 ·············································································· 43 表 3-2-3 依附量表之因素分析摘要表 ·············································································· 44 表 3-2-4 職業類別、教育程度加權合計，以區分社會經濟地位摘要表 ······················· 45 表 3-2-5 論戰經驗頻率量表之因素分析摘要表······························································· 46 表 3-2-6 攻擊行為量表之因素分析摘要表 ······································································ 47 表 3-2-7 網路認知扭曲之因素分析摘要表 ······································································ 48 表 3-2-8 網路攻擊之因素分析摘要表 ·············································································· 49 表 4-1-1 網路論戰經驗頻率之性別差異 t 考驗摘要表···················································· 52 表 4-1-2 網路論戰經驗頻率與各變項間之相關矩陣摘要表 ··········································· 54 表 4-1-3 以性別、上網時數、上網年資、CMC 環境特性、現實生活攻擊行為總量表預測網路論戰經驗頻率之多元逐步迴歸分析摘要表··············································· 56 表 4-1-4 以性別、上網時數、上網年資、CMC 環境特性、現實生活攻擊分量表預測網路論戰經驗頻率之多元逐步迴歸分析摘要表 ······················································ 56 表 4-2-1 現實生活攻擊行為之性別差異 t 考驗摘要表···················································· 57 表 4-2-2 現實生活攻擊行為與各變項相關矩陣摘要表··················································· 58 表 4-2-3 以性別、自尊、內外控人格、依附、社經地位預測現實生活攻擊行為之多元逐步迴歸分析摘要表······························································································ 59 表 4-3-1 網路認知扭曲之性別差異 t 考驗摘要表···························································· 60 表 4-3-2 網路攻擊之性別差異 t 考驗摘要表 ··································································· 61 表 4-3-3 網路認知扭曲與各變項相關矩陣摘要表··························································· 62 表 4-3-4 以網路論戰經驗頻率、現實生活攻擊行為總量表預測網路認知扭曲之多元逐步迴歸分析摘要表·································································································· 63 表 4-3-5 以網路論戰經驗頻率、現實生活攻擊行為分量表預測網路認知扭曲之多元逐步迴歸分析摘要表·································································································· 64 表 4-3-6 網路攻擊與遠端變項之積差相關矩陣摘要表··················································· 67 表 4-3-7 網路攻擊與近端變項之積差相關矩陣摘要表··················································· 68. x.

(11) 表 4-3-8 以遠端變項總量表預測網路攻擊之多元逐步迴歸分析摘要表 ······················· 69 表 4-3-9 以遠端變項分量表預測網路攻擊之多元逐步迴歸分析摘要表 ······················· 70 表 4-3-10 以近端變項總量表預測網路攻擊之多元逐步迴歸分析摘要表 ····················· 71 表 4-3-11 以近端變項分量表預測網路攻擊之多元逐步迴歸模式摘要表······················ 73 表 4-3-12 各預測變項對網路攻擊的直接、間接、總效果分析摘要表 ························· 75. xi.

(12) 圖目錄圖 2-3-1 以社會認知理論建立的網路－現實攻擊模式················································ 37 圖 3-3-1 研究進度流程··································································································· 51 圖 4-3-1 社會認知理論的網路攻擊整合模式之徑路分析圖 ········································ 74. xii.