臺灣博碩士論文加值系統

　　網際網路帶動虛擬社群的成長，在近二十幾年來迅速發展，人們對於虛擬社群的需求與日俱增。經營虛擬社群的關鍵在於能否累積知識、吸引人氣，而知識分享行為造成社群內的知識如滾雪球一般快速累積，使得虛擬社群成長茁壯。另一方面，期待與價值兩個概念在許多領域裡廣泛地被討論，並且證實對行為產生直接的影響。因此本研究以虛擬社群中的知識分享者為研究對象，檢測分享者個人的期待以及價值是否與其知識分享行為相關。
　　本研究之目的，在於探討虛擬社群知識分享者的期待與價值是否對知識分享行為造成影響，試圖藉由社會認知理論 (social cognitive theory) 以及成就動機之期待價值理論 (expectancy-value theory of achievement motivation)，發展出知識分享行為的理論模式並且檢驗其結果，以提供虛擬社群經營者擬定發展策略之參考。研究的變數包括知識分享自我效能 (knowledge sharing self-efficacy)、結果預期 (outcome expectation)、個人主觀任務價值 (subject task value，包含成就價值、內隱價值、效用性、成本代價)、以及知識分享行為。本研究採用問卷調查法，以網路問卷收集資料並且進行結構方程式模式 (SEM) 分析。
　　本研究結果發現知識分享者個人的結果預期、成就價值、內隱價值、效用性、以及成本代價確實對知識分享行為有顯著的影響，而僅有知識分享自我效能對結果預期以及對知識分享行為兩個因果關係不成立。本研究貢獻除了提供虛擬社群經營者擬定發展策略之參考外，並且顯示將教育心理與學習領域研究中的概念應用於資訊管理領域之可行性，能以不同的角度來看待研究問題，產生不同的研究方向。

論文提要 I
目錄 II
圖目錄 IV
表目錄 V
第壹章　緒論 1
第一節　研究背景與動機 1
第二節　研究目的 3
第三節　研究流程 4
第四節　論文結構 4
第貳章　文獻探討 6
第一節　虛擬社群 6
第二節　知識分享 14
第三節　社會認知理論 20
第四節　成就動機之期待價值理論 33
第參章　研究方法 39
第一節　研究架構 39
第二節　研究變數之意義 41
第三節　研究假設 43
第四節　研究變項測量 48
第五節　研究設計 52
第肆章　資料分析 54
第一節　問卷回收與樣本特徵 54
第二節　問卷之信度與效度檢測 57
第三節　研究假說檢測（SEM分析） 61
第伍章　結論與建議 66
第一節　研究發現 66
第二節　研究結果說明與討論 66
第三節　研究貢獻 70
第四節　研究限制與未來研究方向 71
參考文獻 74
一、中文部分 74
二、英文部分 75
附錄 83
一、虛擬社群知識分享行為調查問卷（網頁版本） 83
二、虛擬社群知識分享行為初始調查問卷（中英對照版本） 91
三、協助本研究調查之專業虛擬社群 99

一、中文部分
1. 吳盛 (2003)，「以計劃行為理論探討資訊人員的知識分享行為」，國立中山大學資訊管理學系研究所，博士論文。
2. 李旻樺 (2001)，「高中學生之自我效能、成功期望、學習任務價值與課業學習動機調整」，彰化師範大學輔導與諮商系，碩士論文。
3. 李彥俊 (2003)，「虛擬社群的知識分享：認知與行為間的關係」，國立中山大學資訊管理學系研究所，碩士論文。
4. 邱皓政 (2003)，「結構方程模式　LISREL的理論技術與應用」，雙葉書廊出版。
5. 高申春 (2001)，「人性輝煌之路：班杜拉的社會學習理論」，貓頭鷹出版。
6. 陳佳靖 (2004)，「社群　沒有網路不行」，FIND網際網路 資訊情報 (2004/12/1) 電子報，http://www.find.org.tw/0105/news/0105_news_disp.asp?news_id=3459
7. 麥孟生 (2000)，「個人心理類型、自我效能及態度對電腦學習成效之影響」，國立中央大學資訊管理研究所，碩士論文。
8. 勤業管理顧問公司 (Arthur Andersen Business Consulting) 原著；劉京偉譯 (2000)，「知識管理的第一本書」，商周出版。
9. 廖克玲 (1982) 譯著，「社會學習論巨匠　班度拉」，允晨出版。
10. 謝璧甄 (2004)，「網路教學系列小工具：社群網站」，台大教與學期刊電子報，29，http://edtech.ntu.edu.tw/epaper/931010/tips/tips_1.asp。

二、英文部分
1. Adler, R.P. and Christopher, A.J. (1998). Internet community primer – overview and business opportunity. http://www.digiplaces.com/
2. Alavi, M. and Leidner, D.E. (2001). Review: knowledge management and knowledge management systems: conceptual foundations and research issues. MIS Quarterly, 25(1), 107–136.
3. Ardichvili, A., Page, V. and Wentiling, T. (2003). Motivation and barriers to participation in virtual knowledge – sharing communities of practice. Journal of Knowledge Management, 7(1), 64–77.
4. Atkinson, J.W. (1964). An introduction to motivation. Princeton, NJ: Van Nostrand.
5. Bandura, A. (1977). Self–efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
6. Bandura, A. (1978). Reflections on self–efficacy. In Advances in Behavioral Research and Therapy (1), S. Rachman (ed.), Pergamon Press, Oxford, England, 237–269.
7. Bandura, A. (1982). Self–efficacy mechanism in human agency. American Psychologist, 37(2), 122–147.
8. Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
9. Bandura, A. (1994). Self–efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior, 4, 71–81.
10. Bandura, A. (1997). Self–efficacy: the exercise of control. New York, NY: Freeman.
11. Bartol, K.M. and Srivastava, A. (2002). Encouraging knowledge sharing: the role of organizational reward systems. Journal of Leadership and Organization Studies, 9(1), 64–76.
12. Battle, A. and Wigfield, A. (2003). College women’s value orientations toward family, career, and graduate school. Journal of Vocational Behavior, 62, 56–75.
13. Battle, E. (1966). Motivational determinants of academic competence. Journal of Personality and Social Psychology, 4, 534–642.
14. Berndt, T.J. and Miller, K.E. (1990). Expectancy, value, and achievement in junior high school. Journal of Educational Psychology, 82, 319–326.
15. Bieber, M., Engelbart, D., Furuta, R., Hiltz, S.R., Noll, J., Preece, J., Stohr, E.A., Turoff, M., and Van de Valle, B. (2002). Toward virtual community knowledge evolution. Journal of Management Information Systems, 18(4), 11–36.
16. Bock, G..W. and Kim, Y.G.. (2002). Breaking the myths of rewards: an exploratory study of attitudes about knowledge sharing, Information Resource Management Journal, 15, 14–21.
17. Bolino, M.C., Turnley, W.H., and Bloodgood, J.M. (2002). Citizenship behavior and the creation of social capital in organizations. Academy of Management Review, 27(4), 505–522.
18. Bolt, M.A., Killough, L.N., Koh, H.C. (2001). Testing the interaction effects of task complexity in computer training using the social cognitive model. Decision Sciences, 32, 1–20.
19. Browne, M.W. and Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen and J. S. Long (Eds.), Testing structural equation models, Newbury Park, CA: Sage, 136–162.
20. Chang, M.K. and Cheung, W. (2001). Determinants of the intention to use Internet/WWW at work: a confirmatory study. Information & Management, 39(1), 1–14.
21. Choi, B., and Lee, K. (2003). An empirical investigation of KM styles and their effect on corporate performance. Information & Management, 40(5), 403–417.
22. Chou, H.W. (2001). Effects of training method and computer anxiety on learning performance and self–efficacy. Journal of Computers in Human Behavior, 17(1), 51–69.
23. Chiu, C.M. (2005). Understanding web-based learning continuance intention: the role of subjective task value. (Working Paper).
24. Chung, S.H., Schwager, P.H., Turner, D.E. (2002). An empirical of students' computer self–efficacy: Differences among four academic disciplines at a large university. The Journal of Computer Information Systems, 42, 1–6.
25. Coleman, J.S. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94(Supplement): S95–S120.
26. Collins, J.L. (March 1982). Self–efficacy and ability in achievement behavior, Paper presented at annual meeting of the American Educational Research Association, NY.
27. Compeau, D., Higgins, C.A., and Huff, S. (June 1999). Social cognitive theory and individual reactions to computing technology: a longitudinal study, MIS Quarterly, 145–158.
28. Compeau, D.R. and Higgins, C.A. (1995a). Application of social cognitive theory to training for computer skill. Information System Research, 6(2), 118–143.
29. Compeau, D.R. and Higgins, C.A. (June 1995b). Computer self–efficacy: development of a measure and initial test. MIS Quarterly, 19, 189–211.
30. Conner, M.L. (June 2000). The value of communities in organizational growth and employee development. The 2000 E-Learning Conference: Accelerating Performance at Internet Speed, 20–21.
31. Cooper, D.R. and Schindler, P.S. (1998). Business research methods. Sixth Edition, McGRAW–HILL.
32. Cox, W.C. (November 1987). A case for NPOSs in real–time applications. I&CS Magazine (pub by Chilton).
33. Cronbach, L.J. (1947). Test reliability: its meaning and determination. Psychometrika, 12, 1–16.
34. Davenport, T.H. and Prusak, L. (1998). Working knowledge: how organizations manage what they know. Boston: Harvard Business School Press.
35. Davis, R.D., Bagozzi, R.P. and Warshaw, P.R. (1989). User acceptance of computer technology: a comparison of two theoretical model. Management Science, 35(8), 982–1003.
36. Deci, E.L. and Ryan, R.M. (1985). Intrinsic Motivation and Self–determination in Human Behavior. Plenum Press, New York, NY.
37. Eccles, J.S., Adler, T.F., Futterman, R., Goff, S.B., Kaczala, C.M., Meece, J.L., and Midgley, C. (1983). Expectancies, values, and academic behaviors. in: J.T. Spence (ed.), Achievement and Achievement Motivation. San Francisco, CA: W. H. Freeman, 75–146.
38. Eccles, J.S. and Wigfield, A. (1995). In the mind of the actor: the structure of adolescents’ achievement task values and expectancy–regulated beliefs. Personality and social Psychology, 21, 215–225.
39. Eccles, J.S. and Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132.
40. Fornell, C. and Larcker, D.F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50.
41. Gefen, D., Karahanna, E., and Straub, D.W. (2003). Trust and TAM in online shopping: an integrated model. MIS Quarterly, 27(1), 51–90.
42. Gist, M.E., Schwoerer, C., and Rosen, B. (1989). Effects of alternative training methods on self–efficacy and performance in computer software training. Journal of Applied Psychology, 74, 884–891.
43. Gist, M.E., Stevens, C.K., and Bavetta, A.G.. (1991). Effects of self–efficacy and post training intervention on the acquisition and maintenance of complex interpersonal skills. Personnel Psychology, 44, 837–861.
44. Griffith, T.L., Sawyer, J.E., and Neale, M.A. (2003). Virtualness and knowledge in teams: managing the love triangle of organizations. Individuals and Information Technology, MIS Quarterly, 27(2), 265–287.
45. Hagel III, J. and Armstrong, A.G. (1997), Net Gain – Expanding markets through virtual communities. McKinsey & Company, Inc..
46. Hair, J.F., Anderson, R.E., Tatham, R.L., and Black, W.C. (1998). Multivariate data analysis. Prentice Hall.
47. Hall, H. and Graham, D. (2004). Creation and recreation: motivating collaboration to generate knowledge capital in online communities. International Journal of Information Management, 24, 235–266.
48. Hardaker G. and Smith, D. (2002). E–learning communities, virtual markets and knowledge creation. European Business Review, 14, 342–350.
49. Hendriks, P. (1999). Why share knowledge? The influence of ICT on motivation for knowledge sharing. Knowledge and Process Management, 6, No. 2, 91–100.
50. Katzy, B.R. and Ma, X. (2002). Virtual professional communities – definitions and typology. in: Pawar, K., Weber, F., Thoben, K. (eds.), Proceedings of the The 8th International Conference on Concurrent Enterprising, Rome, Italy, University of Nottingham, 311–318.
51. Kolekofski, K.E. and Heminger, A.R. (2003). Beliefs and attitudes affecting intentions to share information in an organizational setting. Information & Management, 40(6), 521–532.
52. Kodama, M. (2001). Strategic community management promoted by innovation communities. Knowledge and Process Management, 8, 233–248.
53. Igbaria, M., Pavri, F.N., and Huff, S.L. (1989). Microcomputer applications: an empirical look at usage. Information & Management, 16, 187–196.
54. Igbaria, M. and Iivari, J. (1995). The effects of self–efficacy on computer usage. Omega, 23(6), 587–605.
55. Lent, R.W. (1984). Relation of self–efficacy expectation to academic achievement and persistence. Journal of Counseling Psychology, 31(3), 356–362.
56. Lent, R.W., Lopez, F.G., and Bieschke, K.J. (1991). Mathematics self–efficacy: sources and relation to science–based career choice. Journal of Counseling Psychology, 38, 424–430.
57. Lesser, E.L. (2000). Leveraging social capital in organizations. in E.L. Lesser (ed.) Knowledge and Social Capital: Foundations and Applications. Woburn, MA: Butterworth Heinemann.
58. Lueg, C. (2001). Information, knowledge, and networked minds. Journal of Knowledge Management, 5, 151–159.
59. Markus, M.L. (2001). Toward a theory of knowledge reuse: types of knowledge reuse situations and factors in reuse success. Journal of Management Information Systems, 18(1), 57–93.
60. McKeachie, W., Pintrich, P., Yi–Guang, L., and Smith, D. (1986). Teaching and learning in the college classroom: a review of the research literature. Ann Arbor, MI: The Regents of the University of Michigan.
61. Nonaka, I. and Takeuchi, H. (1995). The knowledge – creating company. Oxford University Press, New York.
62. Nonaka, I., Toyama, R., and Konno, N. (2000). SECI, ba and leadership: a unified model of dynamic knowledge creation. Long Range Planning, 33, 5–34.
63. Nunnally, J. (1978). Psychometric theory. 2nd Edition, New York: McGraw–Hill.
64. Oldenburg, R. (1993). Big companies plug big causes for big gains. Business and Society Review, 83, 22–23.
65. Oldenburg, R. (1997). Our vanishing ‘third places’. Planning Commissioners Journal, 25.
66. Pajares, F. (1996). Self–efficacy beliefs in academic settings. Review of Educational Research, 66, 543–578.
67. Pintrich, P.R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. In C. Ames and M.L. Maehr (Eds.), Advances in motivation and achievement: Motivation–enhancing environments, 6, 117–160.
68. Pintrich, P.R., Smith, D.A., and Mckeachie, W.J. (1989). A manual for the use of the motivated strategies for learning questionnaire (MSLO). Mich: National Center for Research to Improve Postsecondary Teaching and Learning (NCRIPTAL). School of Education, The University of Michigan.
69. Pintrich, P.R. and Garcia, T. (1991). Student goal orientation and self–regulation in the college classroom. In M. Maehr and P.R. Pintrich (Eds.), Advances in motivation and achievement: Goals and self–regulatory processes, 7, 371–402.
70. Pintrich, P.R. and Garcia, T. (1994b). Regulating motivation and cognition in the classroom: the role of self–schemas and self–regulatory strategies. In D.H. Schunk, and B.J. Zimmerman, (1994). Self–regulation of learning and performance: issues and educational applications. Hillsdale, NJ: Lawrence Erlbaum Associates, 127–153.
71. Pintrich, P.R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41(4), 123–141.
72. Powers, V. (June 2004). Virtual communities at caterpillar foster knowledge sharing. T + D, 58, 40–45.
73. Preece, J. (2001). Sociability and usability in online communities: determining and measuring success. Behaviour and Information Technology, 20(5), 347–365.
74. Purser, R.E., and Pasmore, W. A. (1992). Organizing for learning. William A. Pasmore and Richard W. Woodman (Eds.), Research in Organizational Change and Development, London: JAI Press Inc, 6, 37–114.
75. Raynor, J.O. (1982). Future orientation, self–evaluation, and achievement motivation: use of an expectancy–value theory of personality functioning and change. In N. T. Feather (Eds.), Expectation and Actions: Expectancy–Value Models in Psychology (97–124). Hillsdale, NJ: Lawrence Erlbaum Associations, Inc.
76. Rheingold, H. (1993). The virtual community: homesteading on the electronic frontier. HaperPerennial, New York.
77. Rokeach, M. (1973). The nature of human values. New York: Free Press.
78. Roth, W.G. (1985). Treatment implications derived from self–efficacy research with children. Doctor of Psychology Research Paper, Biola University, California.
79. Rotter, J.B. (1982). The development and application of social learning theory. New York: Praeger Publishers.
80. Ryan, R.M. and Deci, E.L. (2000). Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.
81. Schwab, D.P. (1980). Construct validity in organizational behavior. in B.M. Staw and L.L. Cummings (Eds.), Research in Organizational Behavior, 2, 3–34.
82. Sethi, V. and Carraher, S. (1993). Developing measures for assessing the organizational impact of information technology: a comment on Mahmood and Soon’s paper. Decision Science, 24(4), 867–877.
83. Shunk, D.H. (1989). Self–efficacy and cognitive skill learning. In C. Ames & R. Ames (Eds.), Research on motivation in education, 3, Gals and cognitions, 13–44.
84. Smith, S.M. (2002). The role of social cognitive career theory in information technology based academic performance. Information Technology, Learning, and Performance Journal, 20, 1–10.
85. Steenkamp, J.E.M. and Trijp, H.C.M. (1991). The use of LISREL in validating marketing constructs. International Journal of Research in Marketing, 8, 283–299.
86. Triandis, H.C. (1980). Values, attitudes, and interpersonal behavior. in: H.E. Howe, M.M. Page (eds.), Nebraska symposium on motivation, 1979, University of Nebraska Press, Lincoln, 195–260.
87. Van der Heijden, H. (2003). Factors influencing the usage of websites: the case of a generic portal in the Netherlands. Information & Management, 40(6), 541–549.
88. Wagner, C. and Bolloju, N. (2005). Supporting knowledge management in organizations with conversational technologies: discussion forums, weblogs, and wikis. Journal of Database Management, 16, 1–8.
89. Webster, J., Heian, J.B., and Michelman, J.E. (1990). Mitigating the effects of computer anxiety through training. Proceedings of the Eleventh International Conference on Information Systems, J.I. DeGross, M. Alavi, and H. Oppelland (eds.), 171–182.
90. Wenger, E.C., McDermott, R. and Snyder, W.M. (2002). Cultivating communities of practice: A guide to managing knowledge. Boston: Harvard Business Publishing.
91. Wigfield, A. (1994). Expectancy–value theory of achievement motivation: a developmental perspective. Educational Psychology Review, 6, 49–78.
92. Wigfield, A. (1994). The role of children's achievement values in the self–regulation of their learning outcomes. in: D.H. Schunk, B.J. Zimmerman (Eds.), Self–regulation of Learning and Performance: Issues and Educational Applications, Erlbaum, Mahwah, NJ, 101–124.
93. Wigfield, A. and Eccles, J.S. (2000). Expectancy–value theory of achievement. Contemporary Educational Psychology, 25, 68–81.
94. Wigfield, A., and Eccles, J.S. (1992). The development of achievement task values: a theoretical analysis. Developmental Review, 12, 265–310.
95. Williams, R.L. and Cothrel, J. (2000). Four smart ways to run online communities. Sloan Management Review, 41(4), 81–91.