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研究生:曾繁絹
研究生(外文):Fan-chuan Tseng
論文名稱:線上知識社群分享理論之建構與驗證
論文名稱(外文):Integrating Self-efficacy, Outcome Expectancy, and social Capital in the Theorization of Knowledge sharing in Internet-based Knowledge Communities
指導教授:郭峰淵郭峰淵引用關係
指導教授(外文):Feng-Yang Kuo
學位類別:博士
校院名稱:國立中山大學
系所名稱:資訊管理學系研究所
學門:電算機學門
學類:電算機一般學類
論文種類:學術論文
論文出版年:2007
畢業學年度:95
語文別:中文
論文頁數:137
中文關鍵詞:線上知識社群社會資本自我效能知識分享成果預期
外文關鍵詞:self-efficacyknowledge sharingInternet-based knowledge communityoutcome expectancysocial capital
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  • 被引用被引用:10
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在強調「知識經濟」(knowledge-based economy)發展的今日,資訊與知識等無形智慧已超越過去的自然資源、機器設備、勞力、與財物資本等,成為最新與最重要的生產要素。企業組織紛紛提出以知識做為驅動力的新經濟架構,積極開發及管理組織的智慧資產(intellectual capital),加強組織成員間的分享與學習,強調善用組織內智慧資產的創新以提升競爭優勢。不過,這些議題似乎偏重在外顯知識或可編碼化資訊的處理與應用,對於個人與身處的環境因素如何互動,以及如何反應在知識管理的認知與實踐上,則是較少獲得深入的討論。
本研究以使用者之個人效能信念、動機期望、社會資本與行為意圖等相關理論觀點為基礎,建構一個整合個人、環境與分享行為的分享理論模式,並利用實證的量化研究程序,檢視線上知識社群的分享現況,並驗證各項研究假說的成立。研究結果發現,知識分享自我效能對於知識分享行為、知識分享成果預期與知識分享焦慮有顯著的影響;成員間的關係認同對於知識分享自我效能及知識分享行為亦有正向促進的效果;而知識分享控制力與知識分享成果預期則對知識分享意圖具有預測效果。最後,本研究根據分析結果的討論,進一步探究知識分享理論模式的意涵,也針對未來學術研究及實務管理提出建議。
In this study, we integrate the theories of self-efficacy, outcome expectancy, and social capital to identify individual and contextual factors that may exert effect on professional teachers'' knowledge sharing behaviors in an Internet-based knowledge community. Data collected from 441 members of this community reveal that knowledge sharing self-efficacy has significant influence on knowledge sharing outcome expectancy, anxiety, and knowledge sharing behaviors. In addition, relational identity, i.e., the degree of social capital among members, is found to have positive effects on knowledge sharing self-efficacy and knowledge sharing behaviors. The implication of this study is that both the individual perceptions toward knowledge sharing and the interpersonal relational development are important predictors of ongoing knowledge sharing activities. The organizers of Internet-based knowledge communities should therefore focus on the development of members'' resilient self-efficacy, favorable outcome expectancy, and strong relational identity if they wish knowledge sharing to be effective.
論 文 目 錄
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 6
第三節 研究流程 7
第四節 論文架構 7
第二章 文獻探討暨研究假說建立 9
第一節 社會認知理論 11
第二節 社會焦慮理論 20
第三節 社會資本理論 24
第四節 計畫行為理論 31
第三章 研究方法 38
第一節 研究樣本說明:教師線上知識社群 38
第二節 研究構面定義與問卷設計 40
第三節 研究前測 51
第四節 資料分析方法與工具 52
第四章 統計分析 55
第一節 資料蒐集、樣本特徵與無回應偏差分析 55
第二節 思摩特使用情形分析 61
第三節 信度與效度檢測 64
第四節 研究模式檢驗:PLS分析 76
第五節 探索性分析:關係強度對研究構面的影響(MONOVA分析) 81
第六節 探索性分析:關係強度對研究模式的調節效果(PLS分析) 83
第七節 人口統計變項對研究構面之影響 87
第五章 結論與建議 93
第一節 研究結果與意涵 93
第二節 研究貢獻 99
第三節 研究限制 103
第四節 未來研究方向 104
第六章 參考文獻 106
第七章 附錄 120
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