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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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The purpose of the study was to examine adolescent smart phone user types based on smart phone motivation and to examine smart phone addiction and school adjustment based on these smart phone user types. The subjects were 390(282 male, 108 female) in 2nd and 3rd grade of three middle schools at M city in Jeonnam province. They completed the Smart Phone Addiction Questionnaire, School Life Adjustment Questionnaire and Smart Phone Motivation Scale. Statistical analyses of data were frequency, mean, standard deviation, Cluster analysis, ANOVA, and Duncan's multiple range test. Cronbach's was computed for the reliability of the questionnaires. SPSSWIN 21.0 was used for data analyses. The results were as follows: First, based on 7 smart phone motivations (information seeking, communication and social relationship, service convergence, fashion and showing off, seamless information use, being immediately, habitual, and ease of use), three adolescent smart phone user types were classified. Type 1 showed the significantly highest scores in all seven smart phone motivations and it was named ‘Active’. Type 2 showed the significantly lowest scores in seven smart phone motivations and named ‘Passive’. Type 3 showed significantly higher scores than Type 2 and lower scores than Type 1 and named ‘Moderate’. Second, smart phone addiction was examined according to three types of adolescent smart phone user. As a result, Active type and Moderate type showed significantly higher scores than Passive type in all four subdimensions of smart phone addiction. There were no significant differences between Active type and Moderate type. Third, school adjustment was examined by three types of adolescent smart phone user. There were no significant differences according to adolescent smart phone user types in peer relationship and teacher relationship while significant differences were found in school rule and school achievement. On the contrary to the expectation, Active and Moderate types showed better school adjustment than Passive type, especially in school rule and school achievement. Although it was not statistically significant, Active type showed higher score than Moderate type.
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참고문헌 (43)
참고문헌 신청
Eighmey / 1998 / / Journal of Business Research 41 : 87 ~ 94
Katz, E. / 1974 / The Uses of Mass Communications: Current perspectives on gratifications research / Sage Publications : 19 ~ 32
Rubin, A. M. / 1994 / Media effects: Advances in theory and research / Erlbaum : 417 ~ 436
金龍來 / 1993 / 學業成績에 대한 寄與變因의 影響力 分析 / 박사 / 동국대학교
고인순 / 2014 / 상업계 고등학생의 학교생활에 관한 연구 : 소외감, 교우관계 및 스마트폰 중독을 중심으로 / 석사 / 조선대학교 교육대학원
Katz, E. / 1974 / The Uses of Mass Communications: Current perspectives on gratifications research / Sage Publications : 19 ~ 32
Rubin, A. M. / 1994 / Media effects: Advances in theory and research / Erlbaum : 417 ~ 436
金龍來 / 1993 / 學業成績에 대한 寄與變因의 影響力 分析 / 박사 / 동국대학교
고인순 / 2014 / 상업계 고등학생의 학교생활에 관한 연구 : 소외감, 교우관계 및 스마트폰 중독을 중심으로 / 석사 / 조선대학교 교육대학원
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