國中生網路成癮傾向與自傷行為之相關研究－以新竹縣某國中為例

Abstract

本研究以社會認知理論（Social Cognitive Theory）為基礎，旨在探討國中生網路成癮傾向與自傷行為之間的關係，並進一步檢驗自傷行為正向效果預期於其中所扮演之中介角色。研究對象為新竹縣某國中七、八年級普通班學生，共回收95份有效問卷。研究工具包含陳氏網路成癮量表、自傷行為量表與自傷行為正向效果預期量表，並以SPSS統計軟體進行描述性統計、皮爾森相關分析、邏輯斯迴歸分析與中介效果檢驗。 研究結果發現：（一）網路成癮傾向與自傷行為、自傷行為正向效果預期均呈顯著正相關；（二）自傷行為正向效果預期可顯著且正向預測自傷行為；（三）自傷行為正向效果預期在網路成癮傾向與自傷行為之間具完全中介效果。進一步分析顯示，正向效果預期中「調節情緒」與「自我救贖」構面為青少年從事自傷行為的重要動機來源，顯示其行為多具有情緒因應與內在痛苦調適之功能。本研究指出，網路成癮傾向雖非直接導致自傷行為，但透過強化自傷行為之正向效果預期，可能間接提高其發生風險。實務上應著重於提升青少年情緒調適與求助能力、發展性輔導課程及家庭親職教育，以降低網路成癮與自傷行為之發生率，促進其整體心理健康發展。Based on Social Cognitive Theory, this study aimed to investigate the relationship between Internet addiction tendency and non-suicidal self-injury (NSSI) among junior high school students, and further examine the mediating role of positive outcome expectancy of self-injury. Participants were 95 seventh- and eighth-grade students from a junior high school in Hsinchu County, Taiwan. Data were collected through the Chen Internet Addiction Scale, the NSSI Scale, and the Positive Outcome Expectancy of Self-Injury Scale. Statistical analyses including descriptive statistics, Pearson correlation, logistic regression, and mediation analysis were conducted using SPSS. The results indicated that: (1) Internet addiction tendency was positively correlated with both NSSI and positive outcome expectancy of self-injury; (2) positive outcome expectancy significantly predicted NSSI; and (3) positive outcome expectancy fully mediated the relationship between Internet addiction tendency and NSSI. Among the dimensions of positive outcome expectancy, “emotional regulation” and “self-redemption” emerged as key motivational functions for NSSI, suggesting that these behaviors may serve as maladaptive coping strategies for managing emotional distress.This study suggests that although Internet addiction tendency does not directly lead to self-injury, it may indirectly increase the risk through heightened positive expectations of self-injury. Implications include the need for interventions that enhance adolescents’ emotional coping and help-seeking capacities, promote school-based psychoeducation, and improve parental communication and understanding to reduce both Internet addiction and NSSI behaviors.