:::

詳目顯示

回上一頁
題名:國小六年級學生數位資本、資訊自我效能、成就目標與資訊學習成就關係之研究
作者:黃博謙
作者(外文):Po-Chien Huang
校院名稱:國立嘉義大學
系所名稱:教育學系研究所
指導教授:黃芳銘
學位類別:博士
出版日期:2015
主題關鍵詞:數位資本資訊自我效能成就目標資訊學習成就Digital CapitalInformation Self-efficacyAchievement GoalsInformation Achievement
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:0
  • 點閱點閱:54
本研究旨在探討國小六年級學生數位資本、資訊自我效能、成就目標與資訊學習成就之關係,比較學生的數位資本在資訊自我效能、成就目標與資訊學習成就間的差異,並了解學生數位資本、資訊自我效能與成就目標對資訊學習成就之影響力。本研究採用問卷調查法,以「國小六年級學生數位資本、資訊自我效能、成就目標與資訊學習成就關係調查問卷」施測,獲得393份問卷。本研究以以探索性因素分析來了解資訊自我效能及成就目標兩量表的因素結構;以線性迴歸來探索資訊自我效能、成就目標與資訊學習成就的影響關係;以變異數為基礎的結構方程模式方法,使用WarpPLS 5.0軟體來分析研究所建構的模式。本研究結果顯示,在數位資本變項中數位設備數、資訊圖書數、電腦網路設備、家人陪伴使用、每週使用網路天數及網路社會資本有正向影響,亦即投入越多數位資本,其資訊自我效能及成就目標表現越高;資訊自我效能、趨向精熟與趨向表現對資訊學習成就有正向影響,逃避表現對資訊學習成就有負向影響。
This study was designed to investigate the relationships of sixth grade students between digital capital, information self-efficacy, achievement goals and information achievement. To compare the differences of students digital capital of self-efficacy in the information, achievement goals and information achievement between and understand the students digital capital, information self-efficacy and achievement goals for information achievement of influence. This study used questionnaires by "sixth grade student Digital capital, Information Self-efficacy, Achievement Goal and Information Achievement Questionnaire" . 393 questionnaires is obtained. In this study, with exploratory factor analysis to understand the information self-efficacy and achievement goals factor structure of the two scales; linear regression was used to explore the information self-efficacy, achievement goals and information affect the relationship between learning achievement; structural equation based on variation in the number of mode method by WarpPLS 5.0. The results of this study showed that the number of digital devices, the number of IT books, computer networking equipment, company of family members, the number of days per week using the Internet and network social capital have a positive impact, that means to put more digital capital, the higher performance achievement goals about information self-efficacy ; information self-efficacy, the performance tend to mastery and to express has a positive impact on academic information achievement, avoidance has a negative impact on information achievement.
一、中文部份
王永裕、吳璧如(2007)。國中、小學生成就目標導向型態與其認知投入、考試焦慮、數學成就的關係。彰化師大教育學報,11,25-50。new window
王永慈、陳昭榮(2011)。貧富家庭教育資源中財務資本之比較研究。臺灣教育社會學研究,11(2) ,1-45。new window
行政院研究發展考核委員會(2012)。建構我國數位機會發展指標體系之研究。線上檢索日期:2013年2月20日。網址:http://www.rdec.gov.tw/ct.asp?xItem=4024389&;CtNode=12062&;mp=100
行政院研究發展考核委員會(2014)。103個人家戶數位機會調查。線上檢索日期:2015年7月1日。網址:http:// http://140.109.171.218/webview/index.jsp?object=http://140.109.171.218:80/obj/fStudy/AE010012
江羽慈(2010)。 2×2成就目標之因素結構與預測效用研究。未出版之博士論文。國 立交通大學,新竹。new window
朱文雄(1990)。班級經營。臺北市:復文圖書出版社。
呂錦宗(2010)。國民小學中高年級學生電腦自我效能與實測資訊能力之研究-以桃園縣四~六年級學生為例。未出版之碩士論文。私立元智大學資訊社會學研究所,桃園。
李茂能(2002)。量化研究的品管:統計考驗力與效果值分析。國民教育研究學報,8,1-24。new window
李敦仁(2007)。人力資本、財務資本、社會資本與教育成就關聯性之研究:Coleman 家庭資源理論模式之驗證。教育與心裡研究,30(3),111-141。new window
余民寧(2006)。影響學習成就因素的探討。教育資料與研究雙月刊,73, 11-24 。new window
吳美娟(2002)。網路學習主體建構暨各國網上學習政策之評析。未出版之博士論文。國立臺灣師範大學教育學系博士班,臺北市。new window
吳煥烘、林志丞(2011)。國中教師社會支持、教師自我效能與工作倦怠相關研究以角色壓力為中介變項。嘉大教育研究學刊,26,25-56。new window
吳毓瑩(2008)。卷宗評量。載於王文中、呂金燮、吳毓瑩、張郁雯和張淑慧合著。教育測驗與評量:教室學習觀點。台北:五南,235-258。
吳齊殷(1997)。電腦架構的社會網絡。國家政策雙週刊,168,2-4。
林生傳(1993)。教育社會學。高雄:復文。
林奇秀、陳一帆(2011)。淺析網路社群知識分享實證研究如何構思社會資本概念。圖書資訊學刊,9(2),55-89new window
林奕汝(2004)。台中市國小高年級兒童網路態度、父母管教方式(網路議題)與兒童網路使用行為之研究。未出版之碩士論文,國立嘉義大學教育學院家庭教育研究所,嘉義。
周新富(2005)。家庭社會資本組成構面及其與學習結果之關係。台灣教育社會學研究,3(2),85–112。new window
周新富(2006)。家庭教育學。台北:五南出版社。
周新富(2008)。社會階級對子女學業成就的影響-以家庭資源為分析架構。台灣教育社會學研究,8(1),1–43。new window
邱天助(1998)。布爾狄厄文化再製理論。台北:桂冠。new window
施淑慎、曾瓊慧、蔡雅如(2007)。國小學童之成就目標、動機與情感中介歷程以及學業成就間路徑模式之檢驗。測驗學刊,54(1),31-58。new window
翁福元(2006)。影響學習成就之社會因素比較分析。教育資料集刊,32,23-39 。new window
郭俊賢、陳淑惠譯(1999)。多元智慧的教與學。台北市:遠流。
教育部(2008)。教育部中小學資訊教育白皮書(2008-2011)。線上檢索日期:2013年2月20日。網址:http://www.edu.tw/pages/list.aspx?Node=1255&;Index=3&;wid=45A6F039-FCAF-44FE-830E-50882AAB1121
教育部(2010)。2010創造公平數位機會白皮書。線上檢索日期:2015年7月1日。網址:http://www.edu.tw/userfiles/url/2010創造公平數位機會白皮書.pdf
教育部(2011)。101年國民中小學九年一貫課程綱要。線上檢索日期:2013年2月20日。網址:http://www.edu.tw/eje/content.aspx?site_content_sn=15326new window
許崇憲(2013)。「目標結構知覺對成就目標取向、學業表現、及學習策略的預測力:
期刊文獻的後設分析研究」,教育心理學報,45(1),63-82。
張芳全(2006)。影響數學成就因素探討:以台灣在TIMSS2003年的樣本為例。課程與教學季刊,9(3),139-167。new window
張芳全(2011)。家長教育程度、文化資本、自我抱負、學習興趣與數學成就之關係研究。台中教育大學學報,25(1),29-56。new window
張春興(2002)。現代心理學。台北:東華。
曾淑芬(2002)。台灣地區數位落差問題之研究。行政院研究發展考核委員會研究報告,RDEC-RES-086-001。new window
黃玉萍(2002)。國小學童網路素養與網路使用現況之研究。未出版之碩士論文,國立台南師範學院國民教育研究所碩士論文,台南。
陳正昌(1994)。從教育機會均等觀點探討家庭、學校與國小學生學業成就之關係。未出版之博士論文。政治大學教育研究所,台北。new window
陳伯璋、鄭惠文(2009)。大學生社會資本與成就動機之關係─社會不平等的另一省思。2009第五屆海峽兩岸高等教育論壇「人文、管理與高等教育」學術研討會議。
陳慶民(2008)。國小高年級學童網路遊戲使用行為與電腦自我效能之相關研究—以台北縣為例。國立台東大學教育學系研究所,台東。
陳瑋婷(2011)。自我效能、學習策略與學業成就之關係研究:結合後設分析與結構方程模式,師資培育與教師專業發展期刊,4(2),83-95。new window
陳麗如(2005)。父母對子女學習的影響-家庭資源之探討。教育與社會研究,9,121-152。new window
彭森明(2006)。學業成就評量的多元功能及其相關研究設計。教育研究與發展期刊,2(4),21 –38。
程炳林(2003)。四向度目標導向之研究。師大學報:教育類,48(1),15-40。new window
葉振偉(2013)。青少年運動參與、自我效能與學業成就之關係探討-以台中、彰化地區為例。教育經營與管理研究集刊,9,91-114。new window
蔡俊傑(2011)。以自我效能理論探討青少年健身運動社會支持與滿意度之關係。臺灣運動心理學報,19,23-48。new window
鄭芬蘭(2000)。教育大辭書(十)。國立編譯館主編。台北:文景。
簡茂發(1985)。台北市高中學生家庭社經背景、教師期望與學業成就的關係。台北:台北市政府研考會。
簡茂發(1997)。心理測驗與統計方法。台北:心理。
蕭佑梅(2003)。國民小學學生數位差距之研究。未出版之碩士論文,臺北市立師範學院國民教育研究所碩士論文,台北。

二、外文部份

Acar, E. (2011). Review effects of social capital on academic success: A narrative synthesis. Educational Research and Reviews, 6 (6) ,456-461.
Alwin, D. F., &; Thornton, A. (1984). Family origins and the schooling process: Early versus late influence of parental characteristics. American Sociological Review, 49, 784-802.
Ames, C.(1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
Ainsworth, J. (Ed.). (2013). Sociology of education: An a-to-z guide. (Vols. 1-2). Thousand Oaks, CA: SAGE Publications, Inc.
Atkinson, J. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64, 359-372.
Atkinson. J. W. (1964) . An introduction to motivation. Princeton: Van Nostrand.
Bandura, A. (1977). Self-efficacy toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ.: Prentice- Hall.
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Process, 50, 248-287.
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman (Ed.), Encyclopedia of mental health. San Diego, CA : Academic Press, 1998)
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman &; Co Ltd .
Bourdieu. P. (1986). The forms of capitai. In J. G. Richardson (Ed.). Handbook of Theory and Research for the Sociology of Educalion (pp. 241-258). New York: Greenwood Press.
Bourdieu, P. (1996). The rules of art: Genesis and structure of the literary field. Oxford: Polity Press.
Bower, G. H. &; Hilgard, E. R. (1981). Theories of learning. (5th ed.) Englewood Cliffs, NJ. :Prentice-Hall .
Chin, W. W. (1998). The partial least squares approach for structural equation modelling. In George A. Marcoulides (Ed.), Modern Methods for Business Research, Lawrence Erlbaum Associates, 295-336.
Coffin, R. &; MacIntyre, P. D.(1999). Motivational influences on computer-related affective states. Computers in Human Behavior, 15, 549-569.
Coleman. J. S. (1988). Social capital, human capital, and schools. Independent School, fall, 9-16.
Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94(supplment), 95-120.
Coleman, J. S. (1990). Foundation of social theory. Cambridge, Massachusetts: The Belknap Press of Harvard University Press.
Coleman, J. S. (1994). Family, school, and social capital. In Husen, T. and Postlethwaite, T. N. (Eds), International encyclopedia of education (2nded.,p2272-2274). Oxford:Pergamon Press.
Compeau, D. R, &; Higgins, C. A. (1995). Computer self-efficacy: Development of a measure and initial test. MIS Quarterly, 19, 189-211.
DiMaggio, P. (1982). Cultural capital and school success : Theimpact of status culture participation on the grade of U.S. high school students. American Sociological Review ,47,189-201.
Duda, J. L., &; Nicholls, J. G. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84, 290-299.
Dweck, C., &; Elliott, E. (1983). Achievement motivation. In E. Heatherington (Ed.), Handbook of child psychology (Vol. 4, pp. 643-691). New York: Wiley.
Dweck, C. (1986). Motivational processes affecting learing. American Psychologist, 41, 1040-1048.
Elliot, E.S., &; Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54(1), 5-12.
Elliot, A (1997). Integrating the “classic” and “contemporary” approaches to achievement motivation: A hierarchical model of achievement motivation. In M. Maehr &; P. Pintrich (Eds.), Advances in motivation and achievement (Vol. 10, pp. 243-279), Greenwich, CT: JAI Press.
Elliot, A., &; Church, M. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232.
Elliot, A., &; Harackiewicz, J. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461-475.
Elliot, A. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
Elliot, A. J., &; McGregor, H. (2001). A 2x2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519.
Fornell, C., &; Larcker, D.F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of marketing research, 18(1), 39-50.Gagne, R. M. (1985) . The Conditions of Learning and Theory of Instruction, 4th Ed., Holt, Rinehart and Winston, New York.
Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J., &; Thrash, T. M. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology,94, 638-645.
Hair, J.F., Black, W.C., Babin, B.J., &; Anderson, R.E. (2009). Multivariate data analysis. Upper Saddle River, NJ: Prentice Hall.
Huang, L &; Lihong Huang. (2008). Social capital and student achievement in Norwegian Secondary Schools. NOVA – Norwegian Social Research.
Hulland, J. (1999). Use of partial least squares in strategic management research : a review of four recent studies. Strategic Management Journal, 20(2), 195-204.
Kock, N. (2015). WarpPLS 5.0 User Manual. Laredo, TX: ScriptWarp Systems.
Linnenbrink, E. A., &; Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading &; Writing Quarterly, 19, 119-137.
Murray, H. (1938). Explorations in personality. New York: Oxford University Press.
Nahapict. J.. &; Gihoshal. S. (1998). Social capital. intellectual capital, and the organizational advantage. Academy of Management Review. 23(2). 242-266.
National Telecommunication and Information Administration (1999). A Nation Online: How Americans Are Expanding Their Use of the Internet.Retrieved March 1,2013, from World Wide Web: http://www.ntia.doc.gov/ntiahome/dn/index.html
Lane, B. &; Dorfman, D. (1997). Strengthening community networks: The basis for sustainable community renewal. Retrieved March 1,2013, from World Wide Web: http://www.nwrel.org/ruraled/Strengthening.html
Lynch, K, &; Moran, M. (2006). Markets, schools and the convertibility of economic capital : the complex dynamics of class choice. British Journal of Sociology and Education, 27 (2): 221-235
Nahapiet, J., &; Ghoshal, S. (1998). Social capital, intellectual capital, and the organizational advantage. Academy of Management Review, 23(2), 242-266.
Nicholls, J. (1984). Achievement motivation: Conception of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.
Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
Nunnally, J.C., &; Bernstein, I.H. (1994). Psychometric theory. New York, NY: McGraw-Hill.
Petersen ,E.&; Petersen, K.(2000)。E-Parenting : using the internet and computers to be a better parent. Indiana : Sam.
Pintrich. P. R., &; De Groot. E. V. (1990). Motivation and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
Rheingold, H. (1993). The virtual community: Homesteading on the electronic frontier reading. Boston: Addison Wesley.
Schiller, D. (1999). Digital Capitalism: Networking the global market system.
Massachusetts Institute of Technology Press.
Teachman, J. D,(1987). Family background ,educational resources , and educational attainment . American sociological review ,55, 224-34.
Tapscott, D.(1999) Growing Up Digital: The Rise of the Net Generation. NY: McGraw-Hill.
Tapscott, D., Lowy, A. &; Ticoll, D. (2000) Digital Capital: Harnessing the Power of
Business Webs. Boston: Harvard Business School Press.
Vryonides, M. (2007) Social and cultural capital in educational research: Issues of operationalisation and measurement, British Educational Research Journal, 33 (6), 867- 885.
Weiner, B. (1992). Human motivation: Metaphor, theories, and research. CA: Sage Publication.

 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE