人際關係與專業學習是大專生重要的生活課題，許多研究顯示年輕族群對於網路使用相當的沉迷。網路社交的趨勢引發年輕學生對社群網路的依賴，無論在校的學習活動或是社交生活，社群網路都已成為學生生活賴以對外溝通交流的主要媒介。本研究欲了解大專生的學習與生活是否對社群網路使用行為有影響作用，研究假設學生的學習態度、學習自我效能與學習成效三項整合之學習效果與生活滿意程度會引發學生對學習與生活壓力的逃避，或是因學習與生活需要而對社群網路的依賴，引發學生使用社群網路的動機，並反應在社群網路的自我揭露行為。本研究招募不同科系背景之18-25歲222位大專生與碩士生為對象，以PLS-SEM模型做學習效果、生活滿意度對使用動機與自我揭露之間的因果模型分析。研究結果顯示大專生社群網路的使用動機會受到學習效果與生活滿意度的影響，並且顯著影響著社群網路的自我揭露行為；生活滿意度同時也直接影響社群網路的自我揭露；學習效果雖因揭露數量未能證實對自我揭露有顯著的影響關係，但是在揭露之親密度、誠實性、意圖和正向性皆有相關性。

Interpersonal relationships and professional learning are important topics for college students. Many studies show that young people are quite addicted on social network sites. The trend of online social behavior has triggered young students' dependence on social networks. Regardless of their learning or social life, social networks have become the main approach for students' lives to communicate with each other. This study aims to understand whether the learning and life of college students have an impact on the use of social networks. We assume that students' learning effects and life satisfaction will lead students to escape from the stress of learning life which will affect students' motivation and behaviors of self-disclosure. This study recruited 222 college students and master students aged 18-25 years from different majors. The PLS-SEM model was used to analyze the causal model between learning effect and life satisfaction on motivation and self-disclosure. The results show that the use motivation for college students is influenced by learning effect and life satisfaction, and it significantly affects the self-disclosure behavior of social network sites. Life satisfaction also directly affects the self-disclosure. Although the learning effect has not confirmed the significant influence on self-disclosure, the intimacy, honesty, intention, and positiveness of the disclosure have an influential relationship.