本研究旨在瞭解國中生網路正向效果預期與拒網自我效能之建構，並編製出適合測量國中生網路正向效果預期與拒網自我效能之量表，進而探究網路正向效果預期和拒網自我效能與網路成癮之關聯性，並以Bandura（1986）社會認知理論為基礎，檢驗國中生拒網自我效能是否能中介網路正向效果預期對網路成癮的預測關係。
本研究以臺灣地區的國中生為研究對象，並以立意取樣方式進行問卷施測，且研究過程分為兩部分。第一部分為發展國中生之「網路正向效果預期原始量表」與「拒網自我效能原始量表」；本研究針對372位國中生進行開放式問卷之施測，結果共有339人接受問卷施測、問卷回收率為90.86%，並收集到987個上網好處面的認知內容，以及1,054個難以抗拒或停止上網的高危險情境，經歸納整理後編製出「網路正向效果預期原始量表(共71題)」與「拒網自我效能原始量表(共70題)」。
第二部分為編製出國中生之「網路正向效果預期量表」與「拒網自我效能量表」，並針對研究假設進行考驗。本研究針對1,142位國中生進行問卷施測，問卷回收後有效問卷為906份，因此有效樣本回收率為79.33%，且經探索性因素分析後，編製出「網路正向效果預期量表」（三個主要因素分量表：「紓壓增趣」、「社交聯繫」及「獲取新知」）與「拒網自我效能量表」（四個主要因素分量表：「負向情緒調適」、「資訊查閱」、「遊戲成就」及「人際連結」）；此外本研究也發現：（1）國中生最近一年每週平均的上網時數為20.93小時、標準差為18.55小時，且在各類型網路活動之使用時間中，國中生使用線上遊戲之活動時數最多、網路人際互動次之；（2）網路正向效果預期能顯著且正向預測網路成癮；（3）拒網自我效能可顯著且負向預測網路成癮；（4）拒網自我效能可中介網路正向效果預期對網路成癮之預測關係。
本研究發現國中生之網路正向效果預期與拒網自我效能皆可顯著預測網路成癮，且拒網自我效能扮演中介角色，因此本研究建議諮商輔導或教育專業人員在進行國中生網路成癮的防制時，可協助國中生調整其對於網路好處面的過高期待，更要重要的是可增加其拒用或停止上網的方式與技巧、增強其拒網的自我效能感，以減少國中生網路成癮的可能性。

This research is devoted to understanding the construction of junior high school students' positive outcome expectancy and refusal self-efficacy of Internet use, and then to develop a scale suitable for measuring junior high school students' positive outcome expectancy and refusal self-efficacy. Further, this study explored the relationship between positive outcome expectancy, refusal self-efficacy and Internet addiction. Moreover, based on the social cognitive theory proposed by Bandura (1986), the author tested whether the refusal self-efficacy of junior high school students can mediate the predictive relationship of positive outcome expectancy to Internet addiction. Taking junior high school students in Taiwan as the research object, purposive sampling is used to conduct the questionnaire survey. The research process is divided into two parts. The first part is to establish the "Positive outcome expectancy original scale" and "Refusal self-efficacy original scale" belonging to junior high school students. In this study, a total of 372 junior high school students were surveyed with an open questionnaire. A total of 339 people were tested and the questionnaire recovery rate was 90.86%. The author also collected 987 cognitive contents about the benefits of Internet access and 1,054 high-risk situations that are difficult to refuse or stop online behaviors. After summarizing the above contents, the original scale was compiled.
　　In the second part, this research compiled "Positive outcome expectancy scale" and "Refusal self-efficacy scale", and tested the hypothesis. The author conducted a questionnaire survey on a total of 1,142 junior high school students. After the questionnaires were collected, there were 906 valid questionnaires. The effective sample recovery rate was 79.33%. Moreover, after exploratory factor analysis, this study developed the "Positive outcome expectancy scale" (Three main factors: "Relief and Fun", "Social Connections" and "Access to New Information and Knowledge") and "Refusal self-efficacy scale" (Four main factors: "Adjustment of Negative Emotions", "Information Access", "Achievements from Games" and "Interpersonal Links"). In addition, results showed that (a) the average time of weekly Internet use among junior high school students was 20.93 hours (SD=18.55). Playing Internet games was the most often activities of Internet use, and Internet interpersonal interaction was second most; (b) Positive outcome expectancy significantly and positively predicted Internet addiction; (c) Refusal self-efficacy significantly and negatively predicted Internet addiction; (d) Refusal self-efficacy mediated the predictive relationship of positive outcome expectancy to Internet addiction.
　　This research found that positive outcome expectancy and refusal self-efficacy of Internet use significantly predicted Internet addiction, and refusal self-efficacy was the mediator of the others. Therefore, this research provide recommends for counselors and teachers about prevention of Internet addiction of junior high school students. Helping junior high school students to adjust their high expectations of Internet use, and improve their refusal self-efficacy by enhancing their refusing Internet use skills to prevent junior high school students from Internet addiction.

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