STUDY ON INFLUENCING FACTORS OF UNIVERSITY STUDENTS’ ENTREPRENEURIAL INTENTION : GREATER BAY AREA AS AN EXAMPLE

ABSTRACT

THIS STUDY EXAMINES THE IMPACT OF SMARTPHONE USAGE BEHAVIOR AMONG UPPER PRIMARY SCHOOL STUDENTS IN THE NORTHERN DISTRICT OF MACAU ON THEIR INTERPERSONAL RELATIONSHIPS AND ACADEMIC ACHIEVEMENTS. THE RAPID RISE IN SMARTPHONE USAGE AMONG YOUNGER AGE GROUPS HAS AROUSED CONCERNS AMONG PARENTS, SCHOOLS, AND TEACHERS ABOUT SMARTPHONE ADDICTION AND ITS NEGATIVE CONSEQUENCES. FURTHERMORE, MACAU IS SET TO INTRODUCE GUIDELINES AND METHODS FOR SMARTPHONE MANAGEMENT ON CAMPUS TO REDUCE STUDENTS' DISTRACTION IN CLASS AND EXCESSIVE USAGE. EXISTING RESEARCH ON SMARTPHONE USAGE BEHAVIOR IN MACAU HAS MAINLY FOCUSED ON UNIVERSITY AND MIDDLE SCHOOL STUDENTS, WITH A LACK OF STUDIES ON UPPER PRIMARY SCHOOL STUDENTS. FIVE SCHOOLS IN THE NORTHERN DISTRICT PARTICIPATED IN THIS STUDY. AN ""ONLINE QUESTIONNAIRE SURVEY"" WAS USED TO COLLECT DATA, WHICH WAS THEN ANALYZED USING SPSS STATISTICAL SOFTWARE. THE SUBJECTS OF THE SURVEY WERE 1,286 STUDENTS FROM GRADE 4 TO GRADE 6 IN THE 2024/2025 ACADEMIC YEAR. THE RESEARCHERS CONDUCTED A PRE-TEST WITH 62 FOURTH-GRADE STUDENTS. THE QUESTIONNAIRE WAS DIVIDED INTO FOUR PARTS: THE FIRST PART COVERED STUDENTS' BACKGROUND INFORMATION; THE SECOND PART FOCUSED ON UPPER PRIMARY SCHOOL STUDENTS' SMARTPHONE USAGE BEHAVIOR, INCLUDING FOUR DIMENSIONS: PRIVACY, DEPENDENCE, INFLUENCE, AND PERSONAL STYLE RELATED TO SMARTPHONES; THE THIRD PART ADDRESSED UPPER PRIMARY SCHOOL STUDENTS' INTERPERSONAL RELATIONSHIPS, INCLUDING FOUR DIMENSIONS: RELATIONSHIPS WITH FAMILY, REAL-WORLD INTERPERSONAL RELATIONSHIPS, VIRTUAL INTERPERSONAL RELATIONSHIPS, AND GROUP ACCEPTANCE; THE FOURTH PART PERTAINED TO ACADEMIC ACHIEVEMENTS, INCLUDING FOUR SUBJECTS: CHINESE, ENGLISH, MATHEMATICS, AND GENERAL STUDIES. THE SURVEY RESULTS SHOWED THAT THE QUESTIONNAIRE HAD GOOD RELIABILITY. RESEARCH RESULTS: INDEPENDENT SAMPLES T-TEST INDICATED THAT GIRLS' ""DEPENDENCE"" WAS SIGNIFICANTLY HIGHER THAN THAT OF BOYS (T = –4.345, P < .001), WHILE BOYS' ""PRIVACY"" WAS SIGNIFICANTLY HIGHER THAN THAT OF GIRLS (T = 3.339, P < .001). ONE-WAY ANALYSIS OF VARIANCE REVEALED THAT THE HIGHER THE GRADE, THE HIGHER THE SCORES IN ""PRIVACY"" AND ""INFLUENCE"" (F = 16.92, P < .001); STUDENTS WHO STARTED USING SMARTPHONES AT THE AGE OF 3–5 HAD THE HIGHEST LEVEL OF ""DEPENDENCE"" (F = 25.72, P < .001); THE GROUP THAT USED SMARTPHONES FOR ≥5 DAYS A WEEK AND ≥4 HOURS ON HOLIDAYS SCORED SIGNIFICANTLY HIGHER IN ALL FOUR DIMENSIONS THAN THE LOW-FREQUENCY/SHORT-DURATION GROUP (Η² = .03–.13). PEARSON PRODUCT-MOMENT CORRELATION ANALYSIS SHOWED THAT THE CORRELATION COEFFICIENTS BETWEEN ""DEPENDENCE"" AND FAMILY RELATIONSHIPS, AS WELL AS BETWEEN ""DEPENDENCE"" AND REAL-WORLD INTERPERSONAL RELATIONSHIPS, WERE –.251 (P < .01) AND –.058 (P < .05) RESPECTIVELY, INDICATING SIGNIFICANT NEGATIVE CORRELATIONS; WHILE THE CORRELATION COEFFICIENT BETWEEN ""DEPENDENCE"" AND VIRTUAL INTERPERSONAL RELATIONSHIPS WAS .442 (P < .01), SHOWING A SIGNIFICANT POSITIVE CORRELATION. THE ""DEPENDENCE"" DIMENSION WAS SIGNIFICANTLY NEGATIVELY CORRELATED WITH ACADEMIC PERFORMANCE. LINEAR REGRESSION DEMONSTRATED THAT UPPER PRIMARY SCHOOL STUDENTS' SMARTPHONE ""DEPENDENCE"" HAD A STABLE NEGATIVE PREDICTIVE EFFECT ON ACADEMIC ACHIEVEMENTS (Β = –.152 TO –.231, P < .05), WHICH WAS PARTICULARLY SIGNIFICANT IN ENGLISH AND MATHEMATICS. MEANWHILE, ""DEPENDENCE"" AND ""PRIVACY"" NEGATIVELY PREDICTED RELATIONSHIPS WITH FAMILY AND REAL-WORLD INTERPERSONAL RELATIONSHIPS (Β = –.198 TO –.219, P < .001), WHILE ""PERSONAL STYLE"" POSITIVELY PREDICTED GROUP ACCEPTANCE (Β = .164, P < .001). SMARTPHONE USAGE BEHAVIOR HAS A DUAL EFFECT: EXCESSIVE DEPENDENCE AND LONG-DURATION USAGE WEAKEN ACADEMIC PERFORMANCE AND REAL-WORLD INTERPERSONAL RELATIONSHIPS, WHILE MODERATE PERSONALIZED USAGE IS BENEFICIAL TO SOCIAL BELONGING. IT IS SUGGESTED THAT FAMILIES, SCHOOLS, AND SOCIETY SHOULD WORK TOGETHER TO HELP STUDENTS USE SMARTPHONES HEALTHILY THROUGH TIME MANAGEMENT, EDUCATIONAL GUIDANCE, AND POLICY REGULATIONS. 研究探討澳門北區高小學生使用智能手機行為對人際關係和學業成就的影響。低齡化手機使用率急升，引發家長、學校和老師對手機成癮及負面後果的憂慮。此外，澳門將推出校園手機管理指引和方法，減少學生課堂分心和過度使用。澳門使用智能手機行為研究對象以大學和中學生為主，惟缺乏高小學生相關研究。 是次研究共有五所北區學校參加。採用「網絡問卷調查」蒐集資料，以SPSS統計分析。施測對象為2024/2025學年為小四至小六年級共1,286名學生。研究者以四年級共六十二名學生進行預試，問卷分為四個部份，第一部份學生背景資料；第二部份高小學生使用手機行為，包括高小學生對手機隱密性、依賴性、影響性和個人風格四個層面；第三部份高小學生人際關係，包括高小學生對與家人關係、現實人際關係、虛擬人際關係和團體接納四個層面；第四部份學業成就，包括中、英、數、常四個學科，調查結果顯示問卷的信度良好。 研究結果，獨立樣本T檢定女生「依賴性」顯著高於男生(T=–4.345, P<.001），男生「隱密性」顯著高於女生(T=3.339,P<.001）。單因子變異數分析指出年級愈高，「隱密性、影響性」愈高(F=16.92,P<.001）；3〜5歲即開始使用手機者之「依賴性」最高(F=25.72,P<.001）；每週使用≧5天與假日≧4小時組在四個構面得分均顯著高於低頻/短時組(Η²=.03–.13）。皮爾森積差相關分析顯示「依賴性」與家人關係和與現實人際關係相關係數分別為-.251(P<.01)和-.058(P.01，呈現顯著正相關。「依賴性」層面與學業成績呈現顯著的負相關。線性迴歸顯示高小學生手機「依賴性」對學業成就呈穩定負向預測（Β=–.152-–.231, P<.05），尤以英文、數學最顯著；同時，「依賴性、隱密性」負向預測與家人及現實人際關係（Β=–.198-–.219,P<.001），但「個人風格」正向預測團體接納（Β=.164, P<.001）。手機使用行為具雙面效應，過度依賴與長時使用削弱學業與現實人際，而適度個人化使用則助益社交歸屬。建議家庭、學校與社會三方協力，透過時間管理、教育引導及政策規範，協助學生健康使用手機。