The Impact of Social Capital and Internet Usage Behavior on Academic Achievements─Base on the 9th grade students at the public junior high schools of Yilan County

• Main Authors: LIN, CHIA-TUNG, 林家棟
• Other Authors: 陳憶芬
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/2ec57s

碩士 === 佛光大學 === 社會學系 === 107 === The purpose of this study is to investigate the relationship among social capital, Internet usage behavior and academic achievement of the ninth grade students in public schools in Yilan County. This study used the questionnaire survey method to study the ninth grade students of Yilan County in the 107th school year. The stratified cluster sampling was used to study the social capital, Internet usage behavior and academic achievement of the ninth grade students in Yilan County. As a result, 697 students participated in filling the questionnaires, and 683 valid questionnaires were recruited and the rate of return was 98.0%. The data were analyzed by statistical methods. The findings are as follows: 1.Most of the ninth grade students in Yilan County have been using the Internet since they were senior students of elementary school. They often use their mobile phones to access the Internet at home. However, only 50% of the parents of the students would limit their time spent on the Internet. Yet, less than 10% of the parents would pay attention to the purpose of Internet usage. 2.Boys tend to use the Internet to relieve stress and pass the time, while girls use it to chat with classmates. Students with higher socioeconomic status and higher parental educational expectation are inclined to use the Internet for the educational learning purpose. Students with lower parent-child interaction, lower family norm but higher parental education expectation are inclined to use the Internet for the purpose to relieve stress. 3.Socioeconomic status, parental education expectations, and educational learning purpose are important factors that positively affect academic achievement; community connections, interpersonal communication, and life and leisure purposes are negative factors. However, the length of time spent on the Internet does not affect academic achievement. Based on the above conclusions, specific recommendations are made for schools, teachers, parents, students and future researchers.