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題名：國中學生對電腦的態度量表之發展與應用
書刊名：科學教育學刊
作者：楊坤原 引用關係／張賴妙理
作者(外文)：Yang, Kun-yuan／Changlai, Miao-li
出版日期：2006
卷期：14:3
頁次：頁283-308
主題關鍵詞：對電腦的態度；對電腦的態度量表；國中；Attitudes toward computers；Attitudes toward computers scales；Junior high school
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(3) 博士論文(1) 專書(0) 專書論文(0)
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  • 共同引用共同引用:19
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本研究旨在發展與效化國中一年級學生適用之對電腦的態度量表。在分析「對電腦的態度」之構念結構與成分後，據此發展成「對電腦的態度量表（國中版）」（ATCS-J）並以隨機和集群抽樣所得之1733 名桃園縣公立國中一年級學生為樣本施測之。結果顯示，ATCS-J 之內部一致性信度為0.93，四個分量表的信度分別為0.70，0.83，0.83 和0.81。再由內容效度、同時效度和構念效度的考驗及因素分析的結果顯示，ATCS-J 是一份可信、可靠之「對電腦的態度」量表。於ATCS-J 施測後發現，男生之「對電腦的態度」顯著優於女生（p < 0.01）。學生家中有電腦可使用與其「對電腦的態度」間呈低而顯著之正相關（p < 0.01），家中有電腦可使用的學生之「對電腦的態度」顯著優於家中無電腦者（p < 0.01）。曾參加各類校外電腦課程或訓練之學生，其「對電腦的態度」顯著優於未參加者（p < 0.05）。學校中使用電腦輔助教學的學生，其「對電腦的態度」也顯著優於無使用者（p < 0.05）。雙親均支持學習電腦的學生之「對電腦的態度」顯著優於只有單方支持與雙親均反對者（p < 0.05）。
The purpose of this study is to develop and validate a measure of attitudes toward computers for junior high school students. Based on the analysis of the construct structure and components of attitudes towards computers, the Attitudes Towards Computers Scale-Junior High School Version (ATCS-J) was developed in this study and used to measure 1733 seventh graders of Tao Yuan County who were selected by random and cluster sampling methods. Data analysis shows that the internal consistency reliability coefficients of the ATCS-J and the four subscales, S1 to S4, are 0.93, 0.70, 0.83, 0.83, and 0.81. The content validity, concurrent validity and construct validity of ATCS-J are satisfactory. The results of this study indicated that the ATCS-J is a reliable and valid instrument for assessing attitudes toward computers. According to the analysis of the test results of ATCS-J, the attitudes towards computers of male students are significantly more positive than those of female students (p < 0.01). There is a low positive but significant correlation between availability of a home computer and students’ attitudes towards computers (p < 0.01). Significantly different attitudes towards computers exist between the students who have availability to a home computer, take computer classes and drills, have computer assisted instruction in schools and those who do not (p < 0.01). Students who are supported by both parents to learn about computers have significantly more positive attitudes towards computers than those who are supported by only one parent or who have no support from parents (p < 0.01).
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