大學生之自我導向學習準備度與智慧型手機成癮之相關研究

Interrelationship between Taiwanese College Students’ Self-Directed Learning Readiness and Smartphone Addiction

本研究主要探討臺灣大學生自我導向學習準備度（進行自我導向學習時所需具備之態度、能力與特質）與智慧型手機成癮之關聯性。研究者針對臺灣地區北、中、南、東公私立大學日間部學生發放自我導向學習準備度量表與智慧型手機成癮量表，以李克特五點量尺計分，共蒐集800份樣本。描述統計結果顯示，臺灣大學生之自我導向學習準備度總量表平均高於中間值3，構面中以「對未來充滿希望」最高，「主動學習」最低；智慧型手機成癮總量表平均略低於中間值，構面最高為「戒斷」與「耐受性」，最低則為「強迫行為」與「功能障礙」。此外，自我導向學習準備度與智慧型手機成癮量表總分呈現顯著負相關，尤其是「自我管理」構面與智慧型手機成癮總分負相關最高；另一方面，「強迫行為」與「功能障礙」與自我導向學習準備度總分有較高之相關。研究者基於各項研究結果提出相關建議，盼能激發更多關於自我導向特質與智慧型手機沉迷／成癮之研究，以持續探究、驗證可行之政策及教學與輔導策略。

The main purpose of this study was to explore the interrelationship between Taiwanese college students’ self-directed learning readiness (the attitudes, abilities, and characteristics necessary for self-directed learning) and their smartphone addiction. A total of 800 public and private university students across Taiwan participated in this study, wherein the participants completed a survey comprising the Self-directed Learning Readiness Scale (SDLRS, including hope for the future, self-understanding, active learning, confidence with learning, and self-management dimensions) and the Smartphone Addiction Inventory (SPAI, including compulsive behavior, withdraw, tolerance, and functional impairments dimensions). Descriptive statistics results showed that the SDLRS total scale average score were higher than the midpoint 3, meanwhile the students scored highest on hope for the future and lowest on active learning. As with SPAI, the total scale average score were lower than the midpoint 3, and the participants scored higher on withdraw and tolerance and lower on compulsory behavior and functional impairments. Furthermore, correlation analysis indicated that SDLRS negatively correlated with SPAI, particularly compulsory behavior and functional impairments had highest negative correlations with participants’ self-regulation. Suggestions were put forward based on research findings and related literature. We hope this study to stimulate more research on individuals’ self-regulation and smartphone addiction, in turn verify effective policies/strategies for teaching and guidance.