不同網路遊戲使用時間的國中生在使用需求、自我效能、學業表現及同儕關係上差異

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The Differences among Junior High School

Students of Various Online Game Using Time in

Their Needs for Playing Online Games,

Self-efficacy, Academic Performance, and Peer

Relations

Lu-I Chung Shih-Jei Hsuei*

Abstract

The purpose of this study is to examine the differences in needs for engaging in online games, self-efficacy, academic performance, and peer relations among junior high school age students with different amount of online games usage. Six hundred and forty-eight students answered questions about the amount of time spent on online games, the needs for engaging in online games, and self-efficacy about school learning, peer relations, and online games. Each student’s index of social status was computed and grade was obtained from the school. The results found that the more excessive online game users scored higher on the need for self-esteem and social involvement, had higher online-game self-efficacy, and had better interpersonal relationship in online games than the less excessive users. Also, the more excessive users had lower academic performance than the less excessive users, but the two groups did not differ in academic self-efficacy and interpersonal relationship self-efficacy nor in peer relations.

Key words: Online Games, The Needs for Playing Online Games, Self-efficacy, Academic Performance, Peer Relations

*Lu-I Chung：Associate Professor, Dept. of Educational Psychology and Counselling, National Pingtung Teachers College.

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