本研究的主要目的在探討國中生的網路遊戲使用時間與使用需求、自我效能兩個動機因素以及與學業表現、同儕關係兩個適應結果的關係。高雄市五所國中一、二年級的648名學生填答了網路遊戲使用現況調查、使用動機量表、自我效能量表，另以社交測量的方式得出每位學生在班級中的社交測量地位指數，並在學期末自學校取得學生全學期的學科總平均及國文、英文和數學科的學期成績。研究結果顯示，使用時間較長的學生有較強的自我肯定和人際關係需求、較高的網路遊戲自我效能、及較佳的網路遊戲人際關係。此外，高使用時數的學生有較差的學業表現，但在學業自我效能、人際關係自我效能以及同儕關係上都與低使用時數學生無不同。

　　　　　The purpose of this study is to examine the differences in needs for engaging in online games, self-efficacy, academic performance, and peer relations among junior high school age students with different amount of online games usage. Six hundred and forty-eight students answered questions about the amount of time spent on online games, the needs for engaging in online games, and self-efficacy about school learning, peer relations, and online games. Each student's index of social status was computed and grade was obtained form the school. The results found that the more excessive online game users scored higher on the need for self-esteem and social involvement, hand higher online-game self-efficacy, and had better interpersonal relationship in online games than the less excessive users. Also, the more excessive users had lower academic performance than the less excessive users, but the two groups did not differ in academic self-efficacy and interpersonal relationship self-efficacy nor in peer relations.