随着触网年龄的降低，我国中学生逐渐成为网络用户结构的重要组成部分之一，自互联网诞生以来，网络技能的掌握程度已经成为社会上衡量个人能力的重要标准。网络效能感水平影响着中学生网络知识和网络操作的习得表现，对提升个体网络使用能力和对网络环境的感知力有重要作用。本文以我国中学生为研究对象，采用问卷调查法（共8876份有效问卷）和访谈法，探讨我国中学生网络效能感水平现状及特点，并且将个人、家庭、学校三个层面因素作为自变量进行分析，同时将网络素养作为中介变量探讨其间的关系。  

通过数据分析发现，我国中学生的网络效能感水平在五级量表中得分为3.30分。在影响因素的分析中得出，个人层面中的性别、年级、成绩水平、上网时长、网络熟练程度；家庭层面中家庭收入水平、与父母分享讨论网络的频率、与父母关系的亲密程度、父母干预上网的频率，以及父母上网习惯；学校层面中学校是否开设网络课程、学生在学校网络课程上的收获、与同学分享讨论网络的频率、学生课上使用个人手机频率会对中学生的网络效能感产生影响；网络素养层面6个子维度均能对中学生的网络效能感产生影响。且将网络素养作为中介变量进行作用时发现，中学生网络素养水平在中学生效能感与其影响因素之间会起到完全中介、部分中介或者遮掩效应。

最后，本文对研究呈现的数据结果提出政策性建议：在中学生网络效能感水平的提升上，应该形成个人、家庭、学校三位一体的影响矩阵，协同发力，从个体出发，结合中学生的日常生活学习环境，共同促进中学生网络素养水平的提高，从而直接或者间接的影响中学生网络效能感水平的提升。

With the decrease of Internet access age, Chinese middle school students have gradually become an important part of the network user structure. Since the birth of the Internet, the mastery of network skills has become an important standard to measure personal ability in society. The level of network efficacy affects middle school students' acquisition of network knowledge and network operation and plays an important role in improving their ability to use the network and their perception of the network environment. Based on middle school students in China as the research object, this paper adopts questionnaire survey, a total of 8876 valid questionnaires and interview method, this paper discusses the current situation of our country middle school students' Internet self-efficacy level and characteristics, and to individuals, families, schools, three factors as the independent variable is analyzed, at the same time, the network literacy as intermediary variable to explore their relationship.

Through data analysis, it is found that the level of network efficacy of Chinese middle school students is 3.30 points in the five-level scale. In the analysis of influencing factors, gender, grade, performance level, online time, network proficiency; At the family level, family income level, frequency of sharing and discussing the Internet with parents, intimacy with parents, frequency of parental intervention on the Internet, and parents' Internet habits; At the school level, whether schools open online courses, students' gains in online courses, the frequency of sharing and discussing the Internet with classmates, and the frequency of students using personal mobile phones in class have an impact on middle school students' online efficacy. At the level of network literacy, all six sub-dimensions can influence the students' network efficacy. Moreover, when Internet literacy is used as a mediating variable, it is found that the level of Internet literacy of middle school students plays a completely mediating, partially mediating or masking effect between their self-efficacy and its influencing factors.

Finally, this paper puts forward policy suggestions for the data results presented in the research: On middle school students' Internet self-efficacy level of ascension, should form a trinity individuals, families, schools, the influence of matrix, collaborative, starting from the individual, combined with high school students daily life learning environment, promote the improvement of middle school students' network accomplishment, which directly or indirectly affect middle school students Internet self-efficacy level of ascension.