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題名：在電腦技能訓練中學習者自律之研究－社會認知理論的應用
作者：吳文雄 引用關係
作者(外文)：WEN-HSIUNG WU
校院名稱：國立中山大學
系所名稱：資訊管理學系
指導教授：郭峰淵
學位類別：博士
出版日期：1999
主題關鍵詞：社會認知理論；電腦技能訓練；自律；電腦自我效能；自我滿意；SOCIAL COGNITIVE THEORY；COMPUTER SKILL TRAINING；SELF-REGULATION；COMPUTER SELF-EFFICACY；SELF-SATISFACTION
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在電腦技能的學習過程中，學習者的學習動機與績效會受到環境、個人及其行為交互作用(reciprocal determinism)的影響。在資管領域對此議題的相關研究仍屬少數，且缺乏以長期的(long-term)方式來觀察學習者在電腦自我效能(computer self-efficacy)、電腦績效(computer performance)及自我滿意(self-satisfaction)的變化。針對此一目標，本研究以社會認知理論(social cognitive theory)為基礎，提出一個學習者自律模式(learner self-regulation model)，並對自律機制相關課題進行探討。透過Visual Basic語言訓練課程的資料蒐集與分析，研究結果顯示該模式獲得實證的支持。另外，有關自律機制相關課題的探討，研究結果發現，當面對不同的工作困難度時，所有學習者(一般生與在職生)的電腦自我效能、電腦績效及自我滿意會有變化，而一般生的電腦自我效能、電腦績效及自我滿意都高於在職生。另外，當工作困難度低時，一般生與在職生的電腦自我效能、電腦績效及自我滿意變化的差異較不顯著。然而，當工作困難度由低轉為中等時，一般生與在職生的電腦自我效能、電腦績效及自我滿意的變化則有顯著的差異。當學習環境有提供口語與實質的誘因時，對所有學習者的電腦自我效能、電腦績效及自我滿意會有正面的影響。另外，一般生的電腦績效與自我滿意的變化有顯著的差異，而他(她)們的電腦自我效能的變化並無差異，而在職生的電腦自我效能、電腦績效與自我滿意的變化都有顯著的差異。最後，在一般生與在職生對回顧性(backward)與前瞻性(forward)自我滿意的比較方面，對一般生而言，因為他(她)們本身的自我效能較高，因此不論在工作困難度增加或學習環境中口語及實質誘因的鼓勵，他(她)們對於回顧性與前瞻性自我滿意的評估都有所區別。對在職生而言，因為他(她)們本身的自我效能較低，因此當工作困難度為中等程度時，他(她)們對於回顧性與前瞻性的自我滿意的評估並無區別，然而當學習環境有提供口語及實質誘因時，他(她)們對於回顧性與前瞻性自我滿意的評估則有所區別。
關鍵字：社會認知理論、電腦技能訓練、自律、電腦自我效能、自我滿意。
In learning computer skills, the learner''s motivation and performance are affected reciprocally by his or her inner drive and the environment. In information systems research, few studies have been conducted to investigate the reciprocal interaction of one''s self-efficacy, performance, and self-satisfaction. This study proposes a self-regulation model based on the Social Cognitive Theory to facilitate this line of research. By conducting an experiment through a Visual Basic training course, data were collected and analyzed. Results provide support for the proposed self-regulation model in computer skill learning. Generally speaking, one''s computer self-efficacy, performance, and self-satisfaction for the group that has a superior past VB performance are better than those for the group of an inferior history. But situation differences result in significant, varying reactions between the two groups. When the task difficulty is low, the rate of change in computer self-efficacy, performance, and self-satisfaction between the two groups is not significant. But when the level of difficult is raised, the superior-past group''s self-efficacy, performance, and self-satisfaction were able to bounce back while the inferior-group''s continues to be low. After the verbal encouragement and realistic incentives are added, the inferior group shows increase in their self-efficacy, performance, and self-satisfaction. All together, the research reveals the complicated reciprocal interaction between one''s self-regulatory mechanisms and the environment. The practical implications to computer skill training and future research directions are discussed.
Keywords: Social Cognitive Theory, Computer Skill Training, Self-Regulation, Computer Self-Efficacy, Self-Satisfaction.
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