本研究旨在探究中高齡在社群網路的資訊分享行為，以及分享過程所產生的動機與需求，並依不同個人背景在Line APP的使用現況（Line 的使用期間、查看Line訊息的次數、每天花費多少時間使用Line）、資訊分享內容、資訊分享動機、資訊分享行為的差異情形加以分析。
本研究以55歲以上的中高齡者在社群網路上使用Line為研究對象，主要透過網路問卷與紙本問卷之兩種方式進行資訊收集，共回收問卷449份，剔除條件不符及無效問卷27份，總有效問卷422份。研究結果摘述如下：
（1）不同性別、年齡、教育程度者其Line的使用狀況有顯著差異：(a)教育程度為大專以上的中高齡者，使用Line的時間最多者為4-6年，年齡級距在55-59歲的群組，亦以4-6年最高。(b) 69歲以下的群組，響起就看Line的顯著高於70歲以上群組。(c)女性使用時間顯著長於男性，而國中（含以下）每日花費3小時以上的時間較其他群組為高。
（2）不同性別、年齡者其Line上收到的內容具顯著差異 ：(a) 男性收到的內容類型較多者為音樂欣賞、拍照攝影、網路科技、財經理財、體育運動與趣味笑話；女性收到的內容類型為食譜美食、拍賣折扣與關懷問候。(b) 70歲以上的群組，收到的內容類型較多者為音樂欣賞、拍照攝影、教育學習；年齡較低的55-59歲群組，收到類型較多者為電視電影、星座算命與行動購物。
（3）不同年齡者在Line傳送的內容中具顯著差異：70歲以上的群組，較常傳送的內容類型較其他組別為多者為電視電影、音樂欣賞、星座算命、教育學習、體育運動、醫療保健、食譜美食與趣味笑話。
（4）不同性別與年齡族群，其在Line上之分享動機有顯著差異。男性在分享動機上之顯著高於女性。70歲以上的年齡群組，分享動機高於其他群組，但在隱私成本觀念上略低於其他群組。
（5）70歲以上年齡較高的年長者，其控制需求、表達需求與歸屬需求略高於較年輕群組。
（6）在分享行為上，年齡與教育程度對一般分享具顯著影響，性別、教育程度對轉貼分享具顯著影響：(a) 男性的轉貼分享，頻率顯著高於女性。(b) 70歲以上的群組，在一般分享行為上，明顯高於其他的群組；60-69歲的群組，一般分享亦高於55-59歲的群組。(c) 高中職與大專（含以上）的群組，其一般分享與轉貼分享行為均高於國中（含以下）的群組。
（7）中高齡使用者其整體分享行為會受到期望回饋、互惠利他的影響。
（8）中高齡使用者其一般分享行為會受到期望回饋、互惠利他、情緒成本代價與年齡組別的影響。
（9）中高齡使用者其轉貼分享行為會受到期望回饋、互惠利他兩個變項的正向影響，以及內隱價值與性別的負向影響。
最後根據本研究結果進行結論與討論，並對家庭互動上及未來研究提出建議。

This study aims to explore the information sharing behaviors of middle-aged and olderly on a social network application, Line, and their motives and needs for the sharing. Comparisons on the usage patterns, sharing content, sharing motivation, and sharing behaviors among different personal background groups were also further analyzied. Line Users over 55 years of age were the target subjects been recruited to participate the research. Data were collected through both online and paper based questionnaires. Eliminating the inconsistent and invalid 27 questionnaires from 449 questionnaires received, a total of 422 valid questionnaires were used for final analysis. The results of the study are summarized as follows:
(1) People from different gender, age, and educational level groups have significant different usage patterns: (a) People with education level above college and the age group of 55-59 years old have been using Line the longest about 4-6 years. (b) The groups under the age of 69 have significantly higher frequency of usage than the group over 70 years old. (c) Women significantly spend more time on Line than men, while the middle school (including below) group spend more than 3 hours per day that is significantly higher than other educational level groups.
(2) Different gender and age groups significantly received different types of content on Line: (a) Male participants receive more contents on music appreciation, photography, technology, finance, sports, and jokes while female participants receive more contents on recipes, discounts, and greetings. (b) For people from the age group of 70 and older, the content received are more music appreciation, photography, and learning than other groups; the age group of 55-59 years old receives more contents on movies, fortune telling, and mobile shopping.
(3) Different age groups are significantly different in the contents they shared on Line: The group 70 and over more frequently shared contents on movies, music appreciation, fortune telling, learning, sports, medical health care, recipes, and jokes than any other age groups.
(4) People from different gender and age groups have significant different motivation to share on Line. Men are having significantly higher motivation to share than women. The age group 70 and older has significantly higher motivation to share than other age groups, but the privacy cost they precived is significantly lower than other age groups.
(5) Seniors over 70 years of age have significantly higher control needs, achievement needs and affiliation needs than younger groups.
(6) Age has a significant impact on general sharing behaviors while gender has a significant impact on forwarding behaviors: (a) Men's forwarding behavior is significantly higher than women. (b) The age group 70 and older is significantly higher than other age groups in general sharing behaviors; trhe group aged 60-69 is also significantly higher than 55-59 aged group in general sharing behaviors. (c) People from the groups of high school and college and above have significantly higher the overall sharing behaviors as well as general and forwarding behaviors than the people from middle school group..
(7) The overall sharing behaviors of the participants were affected by the motivational variables of expected feedback and reciprocal altruism.
(8) The general sharing behaviors of the participants were affected by the variables of expected feedback, the reciprocal altruism, emotional costs, and age.
(9) The forwarding behaviors of the participants were affected by the variables of expected feedback, the reciprocal altruism, intrinsic value, and gender.
Finally, based on the results of this study, the conclusions and discussions were made, and suggestions were included on family interaction and future research.

中文
內政部（2017）。內政部統計通報。2017年3月11日，取自http://www.moi.gov.tw/stat/index.aspx。
戈立秀（2007）。部落客之資訊蒐集與分享行為之研究。臺灣大學圖書資訊學研究所學位論文，1-231。
王喬玫（2014）。以科技接受模式探討銀髮族對網路學習之行為意圖。成功大學工業與資訊管理學系學位論文，1-100。
古必鵬（2008）。網路社群資訊分享行為之探討：以 GOGOBOX 網路社群平台為例。 2008 年圖書資訊暨傳播學進行中論文發表會。台北市= Taipei。
余思慧（2012）。網路親子社群參與者資訊分享行為與內容之研究。國立台灣科技大學數位學習與教育研究所，碩士論文。
吳佩芬（2016）。上班族自我導向學習在Facebook建構個人學習網絡情形之研究。國立台灣科技大學數位學習與教育研究所，碩士論文。
吳欣純（2012）。社群網站使用者使用動機、資訊驗證態度、資訊可信度感知與資訊分享行為之研究-以 Facebook 網站為例。國立交通大學教育研究所，碩士論文。
吳俊毅（2000）。科技接受模型之實徵研究 - 從動機角度。國立中央大學資訊管理研究所，碩士論文。
吳夢潔（2006）。垃圾郵件之傳播與使用行為調查研究。臺灣師範大學圖書資訊學研究所學位論文。
宋曉玫（2012）。以科技接受模式探討中高齡者使用網路即時通訊軟體之意圖與行為。國立臺灣師範大學社會教育學系，碩士論文。
李宛真（2017）。為照顧失能失智家人 每年有13.3萬人選擇離職。2017年9月7日，取自http://www.healthmedia.com.tw/contents.aspx?cid=1,13&id=21870
李昆憲、羅希哲、蔡慧音、石儒居（2013）。中高齡族群之科技素養教育現況與展望。科技與工程教育學刊，45（2）。
李樹人（2016）。長照2.0 給的不是長者要的？2016年11月1日，取自https://money.udn.com/money/story/5648/2060290
杜承潔（2015）。探討使用者對行動通訊軟體之分享行為 -以LINE為例。國立屏東大學商業自動化與管理學系，碩士碩文。
林千立（2008）。老年人寂寞之相關因素的模式探討。政治大學心理學研究所學位論文，1-115。
林佳慧（2006）。高齡者電腦經驗與其生活滿意度及電腦態度關係之研究。暨南大學成人與繼續教育研究所學位論文。
邱皓政（2009）。量化研究與統計分析。台北：五南。
翁嘉苓（2010）。高齡者參與學習動機和老化態度對參與行為影響之研究。臺北大學合作經濟學系學位論文。
張春興（2009）。現代心理學（重修版）。台北市：東華書局。
張家菊（2013）。智慧型手機即時通訊軟體使用評估-以LINE為例。中國文化大學新聞學系，碩士在職專班。
陳運星（2012）。老化：身心靈相互關係的思維。屏東教育大學學報 ─ 人文社會類，（39）， 31-55。
陳寬裕、王正華（2011）。論文統計分析實務：SPSS 與 AMOS 的運用。臺北：五南圖書出版股份有限公司。
游詠晨（2015）。以行動通訊軟體介入促進中老年糖尿病人血糖管理與降低負向情緒之成效探討。成功大學老年學研究所學位論文，1-84。
黃郁婷、楊雅筠（2002）。老年人友誼支持與幸福感之研究-以台北市老人服務中心為例。內政部社區發展雜誌社 ─ 社區發展季刊，(13)，208-224。
黃富順（2004）。高齡學習。台北市：五南圖書出版有限公司。
黃富順（2012）。高齡心理學。台北市：師大書苑。
黃誌坤（2012）。「不要叫我數位文盲!」老人上網經驗之優勢觀點分析。高雄師大學報，32，135-158。
楊亨利、孫曉雅（2016）。影響社群網站自我揭露的社會需求因素。資訊管理學報，23（1），33-61。
楊美雪、 蔡雯婷（2014）。智慧型手機通訊軟體使用者之社會臨場感與愉悅感研究-以 LINE 即時通訊為例。國立虎尾科技大學學報，32(1)， 35-50。
楊蕙綾（2015年6月3日）。長輩最愛Line的8種訊息 網友：超想已讀不回。ETToday東森新聞雲。取自http://www.ettoday.net/news/20150603/515413.htm
葛依羚（2017）。中高齡在社群網路中之資訊分享行為對社會支持與幸福感之影響。國立台灣科技大學數位學習與教育研究所，碩士論文。
資策會（2017年3月13日）。臺灣已有八成上網民眾採智慧手機進行連網。取自http://www.find.org.tw/market_info.aspx?k=2&n_ID=9053#
資策會（2017年4月26日）。驚！隨手分享Line訊息 親朋好友竟遭詐騙變成受”災”戶7成鐵粉愛轉傳健康、災難或政府政策等實用性訊息 不到5成會辯真偽。取自http://www.iii.org.tw/Press/NewsDtl.aspx?nsp_sqno=1931&fm_sqno=14
資策會（2017年5月1日）。八成以上台灣人愛用Facebook、Line坐穩社群網站龍頭 1人平均擁4個社群帳號 年輕人更愛YouTube和IG。資策會FIND/經濟部技術處「資策會FIND（2016）/ 服務系統體系驅動新興事業研發計畫（2/4）」。取自 http://www.iii.org.tw/Press/NewsDtl.aspx?nsp_sqno=1934&fm_sqno=14
資策會（2017年7月17日）。台灣4G行動上網使用率超過五成 各世代數位服務眉角大不同 退休銀髮族最青睞「飲食健康管理」 近九成上班族則曾因「不恰當的數位廣告」放棄使用特定網站。資策會創研所FIND銀髮族數位服務應用需求報告。取自 https://www.iii.org.tw/Press/NewsDtl.aspx?nsp_sqno=1980&fm_sqno=14
廖敏真（2016）。中高齡者Line使用動機、網路社會支持與幸福感之相關研究。 國立屏東大學教育心理與輔導學系，碩士論文。
廖霜瑜（2010）。老年人使用手機行為及使用現況調查-以台灣北部為例。清華大學工業工程與工程管理學系學位論文，1-51。
蔡至欣、賴玲玲（2011）。虛擬社群的資訊分享行為。Information Sharing of the Virtual Community。圖書資訊學刊，9（1），161-196。
衛生福利部（2017）。長照政策專區。取自http://www.mohw.gov.tw/cht/LTC/Index.aspx
衛生福利部（2017）。長照十年計畫2.0 ── 建立我國社區整體照顧模式，佈建綿密照顧網。取自https://1966.gov.tw/LTC/cp-3636-42415-201.html
謝宗諭（2005）。虛擬社群知識分享行為研究 ─ 期待與價值扮演的角色。國立中央大學資訊管理研究所，碩士論文。
謝龍卿（2012）。青少年臉書成癮、人際關係與學業成就及其相關因素之研究。國立彰化師範大學教育研究所，博士論文。
龔萬庭（2012）。當我們同在 Facebook ─ 期望與價值對社群網路中分享行為之影響。國立台灣科技大學數位學習與教育研究所，碩士論文。
 
英文
Alhabash, S., Park, H., Kononova, A., Chiang, Y. H., & Wise, K. (2012). Exploring the motivations of Facebook use in Taiwan. Cyberpsychology, Behavior, and Social Networking,15(6), 304-311.
Amichai-Hamburger, Y., & Ben-Artzi, E. (2003). Loneliness and Internet use. Computers in human behavior, 19(1), 71-80.
Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological bulletin, 103(3), 411.
Armstrong, A., & Hagel, I. I. I. (1996). The real value of on-line communities. Harvard Business Review, 74(3), 134-140.
Baek, K., Holton, A., Harp, D., & Yaschur, C. (2011). The links that bind: Uncovering novel motivations for linking on Facebook. Computers in Human Behavior, 27(6), 2243-2248.。
Bandura, A. (1982). Self-efficacy mechanism in human agency. American psychologist, 37(2), 122.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Worth Publishers.
Bao, X., & Bouthillier, F. (2007). Information sharing as a type of information behavior. McGill University, Montreal, Information Sharing in a Fragmented World: 35th Annual Conference of the Canadian Association for Information Science, Retrieved June 11, 2009, from http://www.cais-acsi.ca/proceedings/2007/bao_2007.pdf
Bock, G. W., Zmud, R. W., Kim, Y. G., & Lee, J. N. (2005). Behavioral intention formation in knowledge sharing: Examining the roles of extrinsic motivators, social-psychological forces, and organizational climate. MIS quarterly, 87-111.
Boyd, D., Golder, S., & Lotan, G. (2010, January). Tweet, tweet, retweet: Conversational aspects of retweeting on twitter. In System Sciences (HICSS), 2010 43rd Hawaii International Conference on (pp. 1-10). IEEE.
Colman, A. M. (2007). A dictionary of psychology (2nd ed.). New York: Oxford University Press.
Constant, D., Kiesler, S., & Sproull, L. (1994). What's mine is ours, or is it? A study of attitudes about information sharing. Information systems research, 5(4), 400-421.
Davenport, T. H., & Prusak, L. (1998). Working knowledge: How organizations manage what they know. Harvard Business Press.
Deci, E. L. (1975). Intrinsic motivation. New York: Plenum Press.
Doll, W. J., Xia, W., & Torkzadeh, G. (1994). A confirmatory factor analysis of the end-user computing satisfaction instrument. MIS quarterly, 453-461.
Eccles, J.S., Adler, T., Futterman, R., Goff, S., Kaczala, C., Meece, J., ＆ Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. Spence(Ed.) ,Achievement and achievement motives(pp. 75-146). San Francisco, CA: W. H. Freeman
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual review of psychology, 53(1), 109-132.
Gangadharbatla, H. (2008). Facebook me: Collective self-esteem, need to belong and internet self-efficacy as predictors of the igeneration’s attitudes toward social networking sites. Journal of Interactive Advertising, 8(2), pp. 55-15.
Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult education quarterly, 48(1), 18-33.
Gatto, S. L., & Tak, S. H. (2008). Computer, Internet, and E-mail Use Among Older Adults: Benefits and Barriers. Educational Gerontology, 34(9), 800-811.

Havighurst, R. J. (1963). Successful aging. Processes of aging: Social and psychological perspectives, 1, 299-320.
Herzberg, F., Mausner, B., & Snyderman, B. (1993). The motivation to work. Piscataway, NJ: Transaction Publishers.
Holton, A. E., Baek, K., Coddington, M., & Yaschur, C. (2014). Seeking and sharing: Motivations for linking on Twitter. Communication Research Reports, 31(1), 33-40.
Hur, K., Kim, T. T., Karatepe, O. M., & Lee, G. (2017). An exploration of the factors influencing social media continuance usage and information sharing intentions among Korean travellers. Tourism Management, 63, 170-178.
Jung, E. H., & Sundar, S. S. (2016). Senior citizens on Facebook: How do they interact and why?. Computers in Human Behavior, 61, 27-35.
Katz, E., & Blumler, J. G. (1974). The uses of mass communications: Current perspectives on gratifications research. Sage Publications.
Kim, A., & Merriam, S. B. (2004). Motivations for learning among older adults in a learning in retirement institute. Educational Gerontology, 30, 441-455.
Larson, R., Mannell, R., & Zuzanek, J. (1986). Daily well-being of older adults with friends and family. Psychology and Aging , 1 (2), 117-126.
Lehtinen, V., Näsänen, J., & Sarvas, R. (2009). A Little Silly and Empty-Headed – Older Adults’ Understandings of Social Networking Sites.
Lin, K. Y., & Lu, H. P. (2011). Why people use social networking sites: An empirical study integrating network externalities and motivation theory. Computers in human behavior, 27(3), 1152-1161.
Maslow, A. H. (1970). Motivation and personality (2nd ed.). New York: Harper & Row.
McClusky, H. Y. (1971). Education: Background Issues.
Oh, S., & Syn, S. Y. (2015). Motivations for sharing information and social support in social media: A comparative analysis of Facebook, Twitter, Delicious, YouTube, and Flickr. Journal of the Association for Information Science and Technology, 66(10), 2045-2060.
Peterson, D. A. (1983). Facilitating Education for Older Learners. Jossey-Bass Inc., Publishers, PO Box 62425, San Francisco, CA 94162.
Raacke, J., & Bonds-Raacke, J. (2008). MySpace and Facebook: Applying the uses and gratifications theory to exploring friend-networking sites. Cyberpsychology & behavior, 11(2), 169-174.
Rheingold, H. (2000). The virtual community: Homesteading on the electronic frontier. MIT press.
Rioux, K. S. (2004). Information acquiring-and-sharing in Internet-based environments: An exploratory study of individual user behaviors (Doctoral dissertation).
Rioux, K. S. (2005). Information acquiring-andsharing theory. In K. E. Fisher, S. Erdelez,& L. Mckechnie (Eds.), Theories of information behavior (pp.169-172), Asist, NJ: Information Today Press.
Schutz, W. C. (1958). FIRO: A three-dimensional theory of interpersonal behavior.
Stanley, M., Moyle, W., Ballantyne, A., Jaworski, K., Corlis, M., Oxlade, D., ... & Young, B. (2010). ‘Nowadays you don’t even see your neighbours’: loneliness in the everyday lives of older Australians. Health & social care in the community, 18(4), 407-414.
Schler, J., Koppel, M., Argamon, S., & Pennebaker, J. W. (2006, March). Effects of age and gender on blogging. In AAAI spring symposium: Computational approaches to analyzing weblogs (Vol. 6, pp. 199-205).
Sheldon, P. (2008). Student favorite: Facebook and motives for its use. Southwestern Mass Communication Journal, 23(2).
Syn, S. Y., & Oh, S. (2015). Why do social network site users share information on Facebook and Twitter ?. Journal of Information Science, 41(5), 553-569.
Tang, Q., Zhao, X., & Liu, S. (2016). The effect of intrinsic and extrinsic motivations on mobile coupon sharing in social network sites: the role of coupon proneness. Internet Research, 26(1), 101-119.
Thackeray, R., Crookston, B. T., & West, J. H. (2013). Correlates of health-related social media use among adults. Journal of medical Internet research, 15(1).
Wallace, P. (2015). The psychology of the Internet. Cambridge University Press.
Wasko, M. M., & Faraj, S. (2005). Why should I share? Examining social capital and knowledge contribution in electronic networks of practice. MIS quarterly, 35-57.
Whiting, A., & Williams, D. (2013). Why people use social media: a uses and gratifications approach. Qualitative Market Research: An International Journal, 16(4), 362-369.
Williams, L. J., & Hazer, J. T. (1986). Antecedents and consequences of satisfaction and commitment in turnover models: A reanalysis using latent variable structural equation methods. Journal of applied psychology, 71(2), 219-231.
Wynne, C. W. (1998). Issues and opinion on structural equation modelling. Management Information Systems quarterly, 22(1), 1-8.
Zhang, X., Liu, S., Deng, Z., & Chen, X. (2017). Knowledge sharing motivations in online health communities: A comparative study of health professionals and normal users. Computers in Human Behavior, 75, 797-810.