在臉書普及的環境之下，國中特教學生的臉書使用現況及對人際關係與學習動機的影響為何，目前在國內尚無相關研究去探討。因此本研究採問卷調查法對雲林縣國中特教學生的臉書使用行為、臉書人際關係、現實人際關係與學習動機的關係進行調查研究。探討雲林縣國中特教學生的臉書使用現況，不同背景與臉書使用行為之使用者在臉書人際關係、現實人際關係與學習動機之差異，分析臉書人際關係、現實人際關係與學習動機之相關性。研究樣本為103學年度安置於雲林縣國中普通班或資源班之認知功能輕微缺損之特教學生共318名，有效樣本共236份。並以描述性統計、獨立樣本t檢定、單因子變異數分析、結構方程分析進行資料統計與分析。 本研究主要發現如下：一、雲林縣國中特教學生使用臉書比例79.55%，低於教育部於2014年「學生網路使用情形調查與分析計畫」中，用自己帳號使用臉書的國中生占93.6%。二、使用原因最多為「能與朋友保持聯繫」。最常使用的功能最多為「按讚」。使用年資少於「三年」的比例較高，使用頻率以「每天」使用為最多，平均每日使用時數以「一小時以內」為最多，臉書朋友數以「0~50人」為最多。三、不同性別的國中特教學生在「尋求認可」、「外在學習動機」達顯著差異。四、不同「每日平均臉書使用時數」及「臉書朋友數」的使用者在「臉書的人際關係」達顯著差異。五、不同「臉書朋友數」的使用者在「現實人際關係」達顯著差異。六、本研究顯示「臉書的人際關係」對「現實的人際關係」有顯著影響，「現實的人際關係」對「學習動機」有顯著影響；但無足夠證據支持「臉書人際關係」對「學習動機」有影響。 依據本研究結果，建議師長能藉由提升特教學生臉書人際關係，去影響現實人際關係，並間接提升學習動機。 This study was conducted through questionnaire-survey method. The main purposes of this study were to explore the Facebook usage and interpersonal relationships in peers and Facebook and learning motivation for the special education students of junior high school in Yunlin County. Subjects were 318 special education students placed in ordinary classes or resources classes of junior high school in 103 school year from Yunlin County. In this study, SPSS and PLS analysis as a tool, to be obtained from the sample data analysis. The findings of this study: (1) Only 79.55% used Facebook; the main purpose is to keep in touch with friends; the most commonly used function is press Like; the use of years mostly is less than 3 years; the use of time mostly is less than 1 hour; the use of frequency mostly is every day; the most the number of friends mostly is 0 to 50. (2) There were significant differences in the different gender of special education students in junior high school concerning “seeking accreditation” and “extrinsic learning motivation”. (3) There were significant differences in the use of time every day and the different number of friends concerning “interpersonal relationship on Facebook ” . (4)There were significant differences in the number of friends concerning “interpersonal relationship in peers”. (5)The study can not prove the interpersonal relationship on Facebook to learning motivation influential. The interpersonal relationship on Facebook has a positive influence on interpersonal relationship in peers. The interpersonal relationship in peers has a positive influence on learning motivation.
