電腦態度是影響電腦教學與學習的重要因素之一。本文旨在分析電腦態度的意義 並探討各項影響學生電腦態度發展的因素。經由文獻探討的結果得知，「電腦態度」 是一個多向度構念，兼具情意、認知和行為三種成分，意只個人對電腦的內在感 覺、所具的信念和表現行為。影響電腦態度的變項可分為個人特質與社會因素兩 大類，各變項間彼此相關。個人特質包括：性別、電腦經驗、電腦知識、數學能 力、電腦焦慮與年齡等項。社會因素則有：家中有電腦可使用、雙親的背景、選 修電腦課的數量與教師的鼓勵等項。 訓。八０年代初期實行承包制度，雖有三、 五年好的光景，卻也因為集體土地產權不明，農民生產積極性由高而低，私有土 地旋即呼聲不斷，未來集體土地是否私有化恐難避免。

　　　　　Computer attitudes is one of the important factors which affected computer teaching and learning. The object of this paper was to analyze the meaning of computer attitudes and explore some factors which concern the development of computer attitudes. The result of literature review showed that computer attitudes was a multidimensional construct which was composed of affective, cognitive and behavioral components, and meaning of it was the internal feeling, belief, and performed behavior for computer. The variables that affected computer attitudes could be divided into two interrelated categories. One was called personal characteristics, which includes sex, computer experiences, computer knowledge, mathematical ability, computer anxiety and age. Another was labeled social factors, which contained availability of home computer, background of parents, the number of taken computer classes and encouragement from teachers. system in the early 1980s resulted in three to five years of rapid increase in agricultural output, but the productive enthusiasm of the peasants soon declined due to uncertainly over the property rights of collective land. They have since then asked for private ownership to permitting private land ownership when reforming the collective land ownership system.