本研究旨在探討高中職學生手機使用行為對教室行為與教師班級經營之影響。透過混合式研究法，以紙本問卷調查與質性半結構式訪談的方式，取樣一所高中職業學校之學生，受試者問卷發放300份，回收有效樣本263份，問卷回收率為88%。量化之問卷經由項目分析和信度分析之統計方法，刪除不適當之題項，並藉由描述行統計、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關與同時多元迴歸分析等方法進行統計考驗。質性之半結構式訪談針對三位正式教師進行訪談，以更深入了解高中職學生手機使用行為之情形與對教師班級經營之影響。量化研究結果發現，高中職學生手機使用行為中「手機學習行為」與「一般行為」之子構面對「學習態度」、「學習行為」之構面具有顯著影響。在質性分析結果亦發現，當學生於課堂上呈現正面的手機使用行為時，會表現出較為積極正向的學習態度與學習行為。本研究最後依據分析結果提出結論與建議，供教育工作者、家長、政府教育單位以及未來相關研究者參考。

The objective of this study is to explore the effects of mobile phone use on vocational high school students' classroom behavior and teachers’ classroom management. The study utilized a mixed method, intergrated questionnaire survey with qualitative semi-structured interviews. The samples were collected from 300 students in a vocational high school in the south of Taiwan. The valid returns were 263 and the valid return rate was 88%. First, the questionnaires were analyzed by using reliability analysis and exploratory factor analysis to eliminate the data unsuited for this study. Next, descriptive statistics, independent sample t-test, one-way ANOVA, perarson’s product-moment correlation, and simultaneous multiple regression analysis were applied for data analysis. To investigate how mobile phone use behavior affects vocational high school students' classroom behavior, three teachers were also invited to participate in qualitative semi-structured interviews. The result showed that “mobile phone learning behavior” and “normal behavior” of mobile phone use behavior have significant influences on students’ “learning attitude” and “learning behavior”. In addition, the result of qualitative analysis showed that when students are having positive mobile phone use behaviors during classes, their “learning attitude” and “learning behavior” became more positive as well. Finally, according to the results, the study provides suggestions for educators, parants, government educational units, and future research.

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