科技部專題研究計畫主持人
MOST 106-2410-H-212-004 -SSS
青少年追劇行為、問題性追劇行為與戲劇轉移現象之相關因素研究
A Study of Binge-watching, Problem Binge-watching, Drama Transfer Phenomena and its Related Factors among Adolescents
科技部
Ministry of Science and Technology
大葉大學教育專業發展研究所
Da-Yeh Univ. Professional Development in Education
洪福源
Fu-Yuan Hong
大葉大學教育專業發展研究所
Da-Yeh Univ. Professional Development in Education
洪福源
教授兼所長
04-8511888 #1770
fyhong@mail.dyu.edu.tw
計畫執行期間起:2017-08-01
計畫執行期間迄:2018-07-31
2017-08-01
2018-07-31
國中學生、高中職學生
1
003
03
追劇行為;問題性追劇行為;戲劇轉移現象;認知好奇心
Binge-watching behavior;problematic binge-watching behavior;drama transfer phenomenon;cognitive curiosity
目前有些青少年會因為沉迷於追劇,讀書時間大受影響,成績因而退步,青少年更可能會出現如 同在劇情中所聽到、看到、想到或是做劇情中主角所做的某些事等不自主行為,即為「戲劇轉移現象」。 但是卻少有研究探討身心發展中青少年的追劇情況。本研究之主要目的在 1.編製問題性追劇行為量 表、戲劇轉移現象量表;2.瞭解追劇行為、問題性追劇行為、戲劇轉移現象之高危險群特徵、習慣與 動機;3.分析青少年追劇型態、追劇行為、問題性追劇行為、戲劇轉移現象現況程度;4.瞭解可能影 響追劇行為、問題性追劇行為、戲劇轉移現象的個人心理人格、認知、情緒與動機性因素;5.建構一 個青少年追劇行為、問題性追劇行為、戲劇轉移現象關連性假設模式。 本研究以台灣地區(包括金門縣、連江縣) 國中學生數為 747,720 人,高中職學生數為人 740,017 人為目標母群,採分層隨機抽樣的方式,總計抽取 12 所國中、6 所高中、6 所高職,每所學校每個年 級均抽取 1 個班級,總計 72 個班級之 2,160 位國中、高中職生為研究對象。同時,本研究利用描述統 計、積差相關分析、結構方程模式進行資料分析。最後本研究將根據研究發現,對政府政策、教育與 輔導人員、家長與青少年提供各種有價值的建議。
Some adolescents start binge-watching as soon as they get home from school or on holidays. Consequently, they spend less time studying and perform poorly in schoolwork. Moreover, the adolescents might exhibit some involuntary behaviors just like what they hear, see, and think of in the shows or imitate what the main characters do in the shows. This is called “drama transfer phenomenon”. Therefore, an exploration into the current situation and habit of adolescent binge-watching as well as such features as emotions, motivation, and cognition of binge-watching adolescents to better understand the attributes of the high-risk group of binge watchers has become the focus of not only educators and parents, but also this study. Additionally, this study aims to further investigate whether adolescents’ binge-watching and problematic binge-watching behaviors bring about the act of drama transfer Phenomena. Thus, this study employs a relational mode of binge-watching, problematic binge-watching, and drama transfer Phenomena among Taiwanese adolescents to provide strategies and practical references to cope with these three behaviors. But few studies have been conducted on the binge-watching phenomenon of adolescents who are still growing, both physically and mentally. The main purposes of this study are as follows: (1) to set up a binge-watching behavior scale, a problematic binge-watching behavior scale, and a drama transfer phenomenon scale; (2) to investigate the features, habits, and motivations of the high-risk group of binge-watching, problematic binge-watching, and drama transfer Phenomena; (3) to analyze the binge-watching patterns and the current situations of binge-watching, problematic binge-watching, and drama transfer Phenomena among senior high school students; (4) to probe the factors that might influence binge-watching behavior, problematic binge-watching behavior, and drama transfer phenomenon, such as individual personality, cognition, emotions, and motivation; and (5) to generate a hypothetical relational mode of adolescent binge-watching behavior, problematic binge-watching behavior, and drama transfer phenomenon. The target population of this study consists of 747,720 junior high school students and 740,017 senior high and vocational high school students throughout Taiwan (including Kinmen County and Lianjiang County). Through stratified random sampling, this study takes 12 junior high schools, 6 senior high schools, and 6 vocational high schools as samples, 1 class for each grade in each school, thus obtaining a total number of 2,160 junior high, senior high, and vocational high school students among 72 classes as the research subjects. This study then analyzes the data by descriptive statistics, Pearson product-moment correlation coefficient, and structural equation modeling. Lastly, based on the research findings, this study proposes various valuable suggestions for governmental policy, educators, counselors, parents, and adolescents.
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