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完整後設資料紀錄
DC 欄位 | 值 | 語言 |
---|---|---|
dc.contributor.advisor | 李蘭(Lee-Lan Yen) | |
dc.contributor.author | Jie-Ru Li | en |
dc.contributor.author | 李潔茹 | zh_TW |
dc.date.accessioned | 2021-05-17T09:14:06Z | - |
dc.date.available | 2012-09-17 | |
dc.date.available | 2021-05-17T09:14:06Z | - |
dc.date.copyright | 2012-09-17 | |
dc.date.issued | 2012 | |
dc.date.submitted | 2012-08-17 | |
dc.identifier.citation | 江宜珍、李蘭(2010)。社會認知理論。黃輝雲(主編),健康行為與健康教育(104-122頁)。臺北市:巨流圖書。
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dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/6481 | - |
dc.description.abstract | 目的:探討國中生對大眾媒體傳播之幽默訊息的識讀能力,並進一步找出相關因素。
方法:利用「媒體與人際傳播之幽默訊息對國中生幽默表現的影響研究」計畫之資料庫,進行次級資料分析。前述計畫係自臺灣的北、中、南、東四個地區選出5所國民中學,然後從各所學校的一至三年級分別抽出一個班級,結果有60個班級共1,927名學生成為本研究樣本。扣除調查時拒絕者後,實際完訪樣本共1,746人 (男生916人;女生830人)。本研究分析的變項包括幽默訊息識讀能力、性別、年級、父母婚姻、家人互動等。除描述研究樣本的幽默訊息識讀能力外,另採用線性複迴歸分析找出相關變項。 結果:1.整體而言,研究樣本中有85.57%的人,其幽默訊息識讀能力屬「中等」或「偏低」。在幽默訊息識讀能力的三個次指標中,以「覺察勸服能力」的得分最高;「批判是非能力」的得分次之;「區辨真假能力」的得分最差。2.幽默訊息識讀能力較高者,主要為就讀國中二年級;居住於北、中或南部者;學業表現屬前段者;外向程度較低者;母親教育程度較高者;家庭經濟程度較高者;父母及老師負向幽默表現程度較低者;同儕負向幽默表現程度較高者。 結論:1. 目前國中生對於大眾媒體傳播之幽默訊息的識讀能力不佳,需透過各種管道提供他們學習的機會。例如學校老師可藉由相關的教學活動,加強其分析大眾媒體傳播之幽默訊息的能力,也就是具有區辨真假、覺察勸服、及批判是非的技巧。又如,父母陪伴子女觀賞或閱讀大眾媒體傳播之訊息時,可引導他解讀及分析其中的幽默訊息。2.學校老師及父母可以針對幽默訊息識讀能力較低者,如就讀較低年級、居住於東部、學業表現屬後段者、家庭經濟程度較低者等,特別加強幽默訊息識讀能力的學習。3.大眾媒體提供者,應規劃富有正向意義的幽默訊息,幫助青少年學習正確的幽默表現方式。 | zh_TW |
dc.description.abstract | Objective: The purpose of this study was to investigate the degree of literacy on humor messages disseminated through mass media among junior high school students, as well as investigating correlated factors.
Method: The data derived from the “Effect of humor messages disseminated by various communication channels on junior high school students’ humor styles project” was used for secondary data analysis. Sampling procedures included a random drawing of 5 schools from each of four areas of Taiwan: Northern, Central, Southern and Eastern, followed by a random selection of one class among first, second and third grades respectively. The total number of students from the selected 60 classes resulted in a sample size of 1,927 adolescents. After excluding those who did not give informed consents, a total of 1,746 adolescents completed the questionnaire (916 boys; 830 girls). The research variables included degree of literacy on humor messages, gender, school grade, marital status of parents, family interaction and so on. Statistical analysis included univariate description of the degree of literacy on humor messages; multiple linear regression analysis is used to identify the correlated variables. Results: 1) 85.57% of subjects having their degree of literacy on humor messages assessed as either “medium” or “low”. Among the three sub-indicators of literacy on humor messages, “the ability to perceive persuasive meaning” scored as the highest, followed by “the ability to criticize messages correctly”; while “the ability to distinguish messages between true and false “ scored as the worst. 2) adolescents who received higher scores on literacy on humor messages were mainly those who studied in the second year (contrasted to first year);, lived in the northern, central, or southern Taiwan (contrasted to Eastern Taiwan); having better academic performance (contrasted to less excellent); less outgoing (contrasted to more outgoing); had higher maternal education level (contrasted to lower maternal education level); had higher family economic status (contrasted to lower family economic status); have parents and teachers that are more likely to react toward negative humor style (contrasted to less likely to react toward negative humor styles); and finally, having friends that were less likely to react toward negative humor style (contrasted to more likely to react toward negative humor styles). Conclusions: 1) The degree of literacy on humor messages disseminated through mass media among junior high school students is still poor, indicating a necessity for increased provision of learning opportunities through various methods. For example, school teachers may enhance students’ ability to analyze humor messages by using various teaching activities, so that students can distinguish messages between truths and false, perceive persuasive meanings in the messages, and criticize messages correctly. Parents may help students interpret humor messages when accompanying their children in watching or reading messages disseminated through mass media. 2) It is suggested that teachers and parents should identify students with higher risk of lower literacy (for example, those who studied in lower year; lived in Eastern Taiwan; have less excellent academic performance; had lower family economic status.) and give earlier intervention. 3. It is suggested that the mass media providers should provide humor messages with positive meanings, rather than negative connotations, so as to educate adolescents the way to display correct humor. | en |
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dc.description.tableofcontents | 口委審定書 I
誌謝 II 摘要 III Abstract IV 目錄 VI 圖表目錄 VIII 第一章 緒論 1 第一節 研究動機 1 第二節 研究目的 3 第二章 文獻探討 4 第一節 幽默的定義與幽默表現的類型 4 第二節 識讀能力及媒體識讀能力 7 第三節 媒體識讀能力與幽默表現之相關因素 13 第三章 材料與方法 16 第一節 研究架構 16 第二節 研究樣本 17 第三節 研究變項 18 第四節 資料分析 29 第四章 結果 30 第一節 研究樣本個人因素、家庭因素及重要他人幽默表現的分布 30 第二節 研究樣本的幽默訊息識讀能力 34 第三節 研究樣本之幽默訊息識讀能力的相關因素 40 第五章 討論 47 第一節 國中生的幽默訊息識讀能力屬中等或偏低 47 第二節 與國中生幽默訊息識讀能力有關的因素 50 第三節 本研究的限制 52 第六章 結論與建議 53 第一節 結論 53 第二節 建議 54 中文參考文獻 56 英文參考文獻 57 附錄:國中生的幽默訊息來源調查問卷 | |
dc.language.iso | zh-TW | |
dc.title | 國中生的媒體幽默訊息之識讀能力探討 | zh_TW |
dc.title | An investigation of Literacy on Humor Messages of Mass Media among Junior High Students | en |
dc.type | Thesis | |
dc.date.schoolyear | 100-2 | |
dc.description.degree | 碩士 | |
dc.contributor.oralexamcommittee | 陳富莉(Fu-Li Chen),吳文琪(Wen-Chi Wu) | |
dc.subject.keyword | 幽默,媒體識讀,國中生, | zh_TW |
dc.subject.keyword | humor,media Literacy,junior high students, | en |
dc.relation.page | 73 | |
dc.rights.note | 同意授權(全球公開) | |
dc.date.accepted | 2012-08-17 | |
dc.contributor.author-college | 公共衛生學院 | zh_TW |
dc.contributor.author-dept | 健康政策與管理研究所 | zh_TW |
顯示於系所單位: | 健康政策與管理研究所 |
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