大學生由一年級至二年級的網路成癮現況與變化及其與家庭關係、社交焦慮、自覺生活壓力間之關聯性：追蹤研究

目的　　描述大學生在大一及大二之網路成癮狀況與變化趨勢，並探討大學生網路成癮變化與社交焦慮、家庭關係及壓力間關係。材料與方法　　使用國內兒童與青少年行為之長期發展研究（Child & Adolescent Behaviors in Long-term Evolution，簡稱CABLE計畫）資料庫，於2013至2014年就讀大學一年級至二年級之1,458名大學生為研究樣本，並利用計畫之部分資料進行次級資料分析。統計分析以SAS Enterprise Guide 9.4進行統計分析，統計方法包含描述性統計、卡方檢定、t檢定、單因子變異數分析、邏輯斯迴歸、及多分類邏輯斯迴歸來進行分析。以描述大學生在大一及大二之網路成癮狀況與變化趨勢，及瞭解大學生網路成癮變化與社交焦慮、家庭關係及壓力間關係。結果　　1. 大學生網路成癮現況：大一網路成癮「高分組」比例為17.4%，大二網路成癮「高分組」比例為18.2%；改變。網路成癮程度「非高組」比例為8.2%、「高非組」比例為7.3%；改變幅度：網路成癮改變幅度「大幅降低組」比例為25.1%、「大幅增加組」比例為11.6%。2.大學生網路成癮大一至大二改變結果無顯著差異。而大一網路成癮非高分組是否在大二時轉為高分組，與社交焦慮無統計顯著上相關。大一網路成癮非高分組是否在大二時轉為高分組，與爸爸互動有相關性，爸爸互動分數每增加一分，成為網路成癮高分組的機率會降低16%。大一網路成癮非高分組是否在大二時轉為高分組，與重大生活事件有相關性，重大生活事件分數每增加一分，成為網路成癮高分組的機率會降低31%。結論與建議　　調整相關因素後，社交焦慮、家庭關係及壓力對網路成癮有一定之影響，建議家長應關注學生之心理健康、多與學生互動並給予支持、並鼓勵學生多以正向情緒面對，以緩解網路成癮之問題。

Purpose: We describe changes in prevalence of internet addiction in freshman and sophomore university students. We also examine the relationships between internet addiction, social anxiety, family background, and stress. Methods: We select 1,458 freshman and sophomore university students in 2013 to 2014 from Taiwan’s Child and Adolescent Behaviors in Long-term Evolution database (CABLE project) as our sample size. We then perform a secondary data analysis using SAS Enterprise Guide 9.4, performing descriptive statistical analysis, a chi-squared test, t-test, single-factor variance analysis, logistic regression, and multi-class logistic regression, to characterize the trend of internet addiction in freshman and sophomore university students and its relationship to social anxiety, family background, and stress.Results: 17.4% of freshman university students have high scores on a scale measuring the degree of internet addiction (henceforth termed “high-scorers”). 18.2% of sophomore university students are high-scorers. The proportion of students who were non-high-scorers their freshman year but high-scorers their sophomore year is 8.2%. Alternatively, the proportion of students who were high-scorers their freshman year but non-high-scorers their sophomore year is 7.3%. The proportion of students whose internet addiction score significantly decreased from freshman to sophomore years is 25.1%; whereas the proportion of students whose internet addiction score significantly increased is 11.6%. There is no significant difference between the prevalence of internet addiction in freshmen versus sophomore year. There is no significant association between a change from non-high-scorer to high-scorer internet addiction and social anxiety. However, we found a significant association between a change from non-high-scorer freshman year to high-scorer sophomore year and the degree of interaction with the father. An increase of 1 point in interactions with the student’s father decreased the likelihood of high-scoring internet addiction by 16%. In addition, we also found a significant association between major life events and a change from non-high scoring freshman year to high-scoring internet addiction sophomore year. An increase of 1 point in major life events decreased the likelihood of high-scoring internet addiction by 31%. Conclusion: After adjusting for relevant factors and social anxiety, we find that stress and family relationships have a statistically significant impact on the prevalence of internet addiction. We suggest that parents pay attention to their children’s mental well-being and interact more with their children, giving them emotional support and encouragement when needed, to reduce the risk that their child be internet-addicted.