隨著智慧型手機的普遍以及手機遊戲的快速成長，國小高年級學童如何正確應對手機遊戲，越來越成為學童父母、學校及相關學者的研究重點。國小高年級學童正處於人際關係發展最為關鍵的時期，手機遊戲的普遍化已經引起了人們的普遍關注。手機遊戲與人際關係之間的相關性如何？是否對學童人際關係造成重大影響？如何有效地應對手機遊戲對學童帶來的負面影響？國家教育機關、學校、社會、家庭應當怎樣之措施？ 本研究探討國小高年級學童手機遊戲與人際關係之間的關係，對其深入的探索與分析有助於學童人際關係的正常發展，亦能為教育行政機關、家長、學校教師提供有價值之參考。亦能提醒學校與家長在對學童教育之時，應該注重其熱衷於手機遊戲的學童人際關係的相關輔導，以作為預防學童出現手機遊戲成癮影響人際關係的相關計劃制定與實施的依據。 本研究以臺中市梧棲區大德國民小學為研究對象，國小高年級學生手機遊戲與人際關係之結果，研究發現：一、在學生使用手機遊戲動機方面，共分為主觀規範與社會互動兩構面進行討論，主觀規範構面以「看到朋友在玩手機遊戲，我也會想跟著玩。」最高，社會互動構面則以「透過手機遊戲我可以和他人關係更加密切。」最高。二、在學生人際關係方面，共分為同學關係及家人關係兩構面進行討論，並分為學生與家長分別進行調查，在兩者題目得分高低上大體相同，兩者同學關係皆以「同學常常欺負我、取笑我（反向題）」最高，家人關係以「我覺得家人都不喜歡我（反向題）」最高。三、學童使用手機遊戲動機與人際關係之關係：經迴歸分析後，發現在對同學關係的影響上，社會互動對同學關係有正向的顯著影響，但在對家人關係則無顯著影響；另外主觀規範對家人關係有負向顯著影響，但對同學關係則無顯著影響。 本研究根據上述研究結論提出若干建議，以供實務應用與未來研究之參考。 The study discusses the relationship between senior students’ interpersonal relationship and their mobile game addictions in elementary schools. The result helps to improve students’ interpersonal relationship, and to provide a valuable reference for educational administrative organizations. This study takes the Dade elementary school in Wuchi district of Taichung as the research object and analyzes the relation between fifth and sixth grades students’ interpersonal relationship and their addiction to mobile games. The study findings are as following:A. The students use mobile gaming motivation, divided into two facets（subjective norms and social interaction）. The highest in Subjective norms factor was ＂ See what friends are playing games, I would want to play with them.＂, The highest in social interaction factors was ＂Through mobile games, I can get closer with other people.＂ B. The student interpersonal relationships was divided into two factors（student relationship and family relationship）. The highest in Student relationship factor was “Students often bully me, tease me（reverse title）”. The highest in Family relationship factor was” I think the family do not like me（reverse title）”.C. The relationship between the students use mobile games and interpersonal relationships. After regression analysis, was found that social interaction have significant positive impact on the students’ interpersonal relationship, but no significant impact on family relations; subjective norm factor have a significant negative impact on the family relationship, but no significant impact on the students’ interpersonal relationship.
