跳到主要內容

臺灣博碩士論文加值系統

(3.235.120.150) 您好!臺灣時間:2021/08/03 07:04
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

: 
twitterline
研究生:郭文彰
研究生(外文):Kou,Wen-jang
論文名稱:國小教師使用健康醫學學習網之意圖-以社會認知理論探討
論文名稱(外文):The Intention of Elementary School Teacher′s Using HealthE-Learning Network-Base on Social Cognitive Theory
指導教授:楊正宏楊正宏引用關係曾麗娟曾麗娟引用關係林鴻南林鴻南引用關係
指導教授(外文):Yang,Cheng-HongTseng,Li-ChungLin,Hong-Nan
口試委員:楊正宏張道行曾麗娟林鴻南
口試委員(外文):Yang,Cheng-HongChang,Tao-HsingTseng,Li-ChungLin,Hong-Nan
口試日期:2012-07-18
學位類別:碩士
校院名稱:稻江科技暨管理學院
系所名稱:網路系統學系碩士班
學門:電算機學門
學類:網路學類
論文種類:學術論文
論文出版年:2012
畢業學年度:100
語文別:中文
論文頁數:88
中文關鍵詞:社會認知理論健康醫學學習網自我效能預期結果
外文關鍵詞:SCTHealth E-Learning NetworkSelf-EfficacyOutcome Expectations
相關次數:
  • 被引用被引用:2
  • 點閱點閱:399
  • 評分評分:
  • 下載下載:89
  • 收藏至我的研究室書目清單書目收藏:0
網路輔助教學已成為不可避免的趨勢,教育部花費許多的經費與人力、物力去建置、維護與推廣,供國中小教師使用來輔助課堂教學。但目前有利用六大學習網來輔助教學的國中小教師仍屬少數,而無法達成網站之預期效益。因此,本研究欲探討究竟有哪些因素會影響教師使用六大學習網的意願,並提供建議以作為教育當局未來在建置、推廣相關學習網站時之參考。
過去研究多以理性行動理論、計劃行為理論或科技接受模式等理論來探討網站的使用行為,但這些理論主要從個人的認知、信念或態度來探討其使用行為,然而,從社會認知理論的觀點來看,個人的行為除受到個人因素的影響外,尚會受到一些環境因素的影響。因此,本研究將以社會認知理論來探討國小教師使用網站來輔助教學的行為意圖,期能以更完整的觀點來探討該項議題。本研究採用問卷調查法,以健康醫學學習網為研究標的,以國小教師為抽樣對象,共蒐集到294份問卷,並將受訪者分成有研習經驗及無研習經驗兩個群組,再以偏最小平方法進行資料分析,以探討這二組間的差異。研究結果顯示,(1)相同點:他人的鼓勵透過預期績效結果、而組織支持會透過自我效能影響使用意圖。(2)不同點:無研習經驗組會透過預期績效結果影響使用意圖,有研習經驗組則不會。因此本研究建議教育當局在建置、推廣類似的教學網站時,首要應是透過言語鼓勵使教師相信使用此網站確能提高工作績效,並提供完整的設備及幫教師解決技術上的問題,而對沒有研習者應該藉由同儕演示讓其相信此網站確能提高工作績效,如此就能提高教師使用意圖,發揮網站建置的目的。

Internet Assisted Instruction is an unavoidable trend nowadays. For example, the Ministry of Education established “Six Learning Networks” in 2001. These are provided for teachers’ use in teaching classes. The Ministry of Education needs to cover the exorbitant cost of the project and support staff that establishes, maintains, and promotes the “Six Learning Networks”. However, to this date, few teachers use the sites to assist them in their teaching and thus the expected benefits of the network have yet to materialize. This study will discuss how many and what factors influence the teachers’ willingness to use the site and provide some advice and reference materials for education authorities to establish or promote similar learning web sites in the future.
In the past, we found out the behavior of using web sites through TRA, TAM. Usage is primary based on personal cognition, belief, and attitude. However, social cognitive theory indicates that not only personal factors, but also environmental factors influence the usage behavior. Therefore, this study tries to identify the intention of teachers using the site based on cognitive theory. It is hoped that the results offer a more complete view to discuss this issue. A Survey in the form of questionnaires was conducted with the Health E-Learning Network of “Six Learning Networks” being the research subject. The samples consisted of 294 valid questionnaires from elementary teachers. The respondents were then divided into two groups based on whether teachers had any experience of attending learning courses. The different behavior of these groups was analyzed. The results show that for both groups encouragement by other people have a positive impact on the intention to use the Network. This is a result of the perceived performance increase. School support will have the same effect through self-efficacy. The different point is non- attending courses group will influence the using intention through expected results (performance), but attending courses group won’t.
Based on the results of this study, it is suggested that education authorities should establish a similar teaching site like this in the future and implement measures that improve the intention to use the site for our teachers. No matter attending the learning courses or not, the first step is to encourage teachers to use this site and improve the job performance through the Speech. Besides, schools must provide complete equipment and assist teachers in solving technical problems. Teachers who don’t have experience in attending the learning courses should be convinced of the beneficial the effects of this site. This could be done by demonstrating the improved performance by actual operation. This would improve teacher’s motivation to use the site, and assist their teaching methodology, so that the expected benefits of the site can be realized.



目 錄
中文摘要…………………………………………………………………………i
英文摘要…………………………………………………………………………ii
誌 謝…………………………………………………………………………iii
目 錄…………………………………………………………………………iv
圖 目 錄…………………………………………………………………………viii
表 目 錄…………………………………………………………………………ix
第一章 緒論……………………………………………………………………1
1.1 研究背景……………………………………………………………………1
1.1.1 國小健康與體育的重要性………………………………………1
1.1.2 國小資訊輔助教育………………………………………………2
1.1.3 國小健康與體育科之網路教學資源運用………………………3
1.2 研究動機…………………………………………………………………4
1.3 研究目的…………………………………………………………………5
1.4 名詞釋義…………………………………………………………………6
1.4.1 國小教師…………………………………………………………6
1.4.2 健康醫學學習網…………………………………………………6
1.5 研究範圍…………………………………………………………………6
1.5.1 研究對象…………………………………………………………6
1.5.2 研究流程…………………………………………………………7
第二章 文獻探討………………………………………………………………8
2.1 健康醫學學習網…………………………………………………………8
2.1.1 健康醫學學習網簡介……………………………………………8
2.1.2 健康醫學學習網網站理念………………………………………9
2.1.3 健康醫學學習網探討……………………………………………10
2.1.4 健康醫學學習網相關研究………………………………………11
2.2 社會認知理論……………………………………………………………12
2.3 環境因素…………………………………………………………………14
2.3.1 旁人鼓勵…………………………………………………………14
2.3.2 旁人使用…………………………………………………………14
2.3.3 學校支持…………………………………………………………15
2.4 個人因素…………………………………………………………………15
2.4.1 自我效能…………………………………………………………15
2.4.2 預期結果…………………………………………………………17
2.5 行為因素…………………………………………………………………18
第三章 研究方法………………………………………………………………19
3.1 研究架構…………………………………………………………………19
3.2 研究假設…………………………………………………………………20
3.2.1 旁人鼓勵與自我效能……………………………………………20
3.2.2 旁人鼓勵與預期結果……………………………………………20
3.2.3 旁人使用與自我效能……………………………………………20
3.2.4 旁人使用與預期結果……………………………………………21
3.2.5 學校支持與自我效能……………………………………………21
3.2.6 學校支持與預期結果……………………………………………22
3.2.7 自我效能與預期結果……………………………………………22
3.2.8 自我效能與使用意圖……………………………………………22
3.2.9 預期結果與使用意圖……………………………………………23
3.3 研究變的操作型定義……………………………………………………23
3.4 資料分析法………………………………………………………………27
3.4.1 敍述統計分析……………………………………………………28
3.4.2 因素分析…………………………………………………………28
3.4.3 信度分析…………………………………………………………29
3.4.4 效度分析…………………………………………………………30
3.4.5 結構方程模式分析………………………………………………30
第四章 資料收集與分析………………………………………………………31
4.1 樣本問卷執行過程………………………………………………………31
4.1.1 前測問卷回收與分析……………………………………………31
4.1.2 正式問卷的發放與回收…………………………………………32
4.2 樣本基本資料分析(有研習經驗組)…………………………………32
4.3 信效度分析………………………………………………………………36
4.3.1 信度分析…………………………………………………………36
4.3.2 效度分析…………………………………………………………37
4.4 結構模式分析……………………………………………………………41
4.5 假說驗證…………………………………………………………………43
4.6 樣本基本資料分析(沒有研習經驗組)………………………………44
4.7 信效度分析………………………………………………………………47
4.7.1 信度分析…………………………………………………………47
4.7.2 效度分析…………………………………………………………48
4.8 結構模式分析……………………………………………………………51
4.9 假說驗證…………………………………………………………………53
第五章 結論與建議……………………………………………………………54
5.1 研究討論…………………………………………………………………54
5.1.1 相同點……………………………………………………………54
5.1.2 不同點……………………………………………………………55
5.2 研究貢獻…………………………………………………………………57
5.2.1 理論上的貢獻……………………………………………………57
5.2.2 實務上的貢獻……………………………………………………58
5.3 研究限制…………………………………………………………………59
5.3.1 問卷蒐集之限制………………………………………………………59
5.3.2研究變數限制………………………………………………………59
5.3.3未使用的因素探討限制………………………………………………60
5.4未來研究與建議……………………………………………………………60
5.4.1未來研究方向…………………………………………………………60
5.4.2建議……………………………………………………………………61
參考文獻…………………………………………………………………………62
附錄一 有研習經驗組之因素分析……………………………………………67
附錄二 沒有研習經驗組之因素分析…………………………………………69
附錄三 正式問卷………………………………………………………………71

參 考 文 獻
書籍:
[1]. 吳明隆,SPSS操作與應用第二版問卷統計分析實務,五南書局,2009。
[2]. 張芳全,統計就是要這樣跑,統計就是要這樣跑,2008。

期刊報章論文:
[3]. 詹如晴、徐建業、陳恆順,“健康醫學學習網內容架構與系統平台之規劃與
設計”,健康管理學刊,1卷,1期 ,pp.19-29,2003。

學位論文:
[4].王姿云,“組識氣候、預期成果對知識分享意圖與行為之影響-以社會認知理
論探討”,國立成功大學管理學院EMBA碩士在職班,碩士論文,2009。
[5].洪高良春,“多媒體電腦輔助教學對國中小學生學習動機影響之研究-以教育
部健康醫學學習網為例”,國立臺灣師範大學運動與休閒管理研究所,碩士論
文,2008。

會議:
[6]. Hancock, V.E., “ Promoting Secondary School Computer Use? A Coordinator is the
Key,” Paper Presented at the Meeting of International Comference on Technology and
Education, Maryland, 1990.

期刊:
[7]. Bandura, A., “Influence of Models’Reinforcement Contingencies on Acquisition of Imi-
tative Responses,” in Psychological Modeling:Conflicting Theories , A Bandura (ed.),
Aldine/Atherton, Chicago, IL, pp.112-127, 1971.

[8]. Bandura, A., & Adams, N.E., & Beyer, J., “Congitive Processes Mediating Behavioral
Change,” Journal of Personality and Social Psychology, Vol.35, No.2, pp.125-139,
March, 1977.
[9]. Bandura, A., “ Health Promotion by social Cognitive means ,” Health Education & Be-
havior, 31, pp.143-164, 2004.
[10]. Betz, N.E., & Hackett, G., “The Relationships of Career-related Self-effcacy Expecta-
tions to Perceived Career Options in College Women and Men ,” Journal of Counseling
Psychology, Vol.28, No.5, pp.399-410, 1981.
[11]. Bock, G., & Kim, Y., “ Breaking the myths of reward: An Exploratory study of attitude
about knowledge sharing, ” Information Resources Management Journal, Vol.15, No.2,
pp.14-21, 2002.
[12]. Burkhardt, M.E., & Brass, D.J., “Changing Patterns or Patterns of change:The Effects
of a Change in Technology on Social Network Structure and Power ,”Administrative Sci-
ence Quarterly, Vol.35, No.1, pp.104-127 , March , 1990.
[13]. Compeau, D.R., & Higgins C.A., “Application of Social Cognitive Theory to Training
for Computer Skill,”Information Systems Research, Vol.6, No.2, pp.118-143, June,
1995a.
[14]. Compeau, D.R., & Higgins C.A., “Computer Self-Efficacy : Development of a
Measure and Initial Test,” MIS Quarterly, Vol.19, No.2, pp.189-211, 1995b.
[15]. Constant, D., & Kiesler, S., & Sproull, L., “What’s mine is ours, or is it? A study of
Attitudes about information sharing,” Information Systems Research, Vol5, No.4 pp.400-421, 1994.
[16]. Davis, F.D., & Bagozzi, R.P.,& Warshaw, P.R., “User Acceptance of Computer
Technology: A comparison of Two Theoretical Models,” Management Science,
Vol.35, No.8, pp.982-1003, August, 1989.
[17]. Davis, F.D., “ Perceived Usefulness , Perceived Ease of Use,and User Acceptance of Inf-
ormation Technology, ” MIS Quarterly, Vol.13, No.3, pp.319-340, September, 1989.
[18]. Deng, X., & Doll, W. J., & Truong, D., “ Computer Self-efficacy in an Ongoing use Context.,”
Behavior and Information Technology, 23, pp.395-412, 2004.
[19]. Eisenberger , R., &Huntington, R.,&Hutchison, S., “ Perceived Organizational Support., ” Journal
of Applied Psychology, 71, pp.500-507, 1986.
[20]. Frayne,C.A. & Latham, G.P., “The Application of Social Learning Theory to Employee
Self-management of Attendance,” Journal of Applied Psychology, Vol.72, No.3, pp.387-
392, 1987.
[21]. Fornell,C., & Larcker, D.F., “ Evaluating Structural Eguation Models with Unobservable
Variables and Measurement Error., ” Journal of Marking Research,18, pp.39-50, 1981.
[22]. Gist, M.E. & Mitchell,T.R., “ Self-Efficacy : ATheroretical Analysis of its Determinaets
and Mallebility, ” Academy of Management Review,Vol.17, No.2, pp. 183-211, 1992.
[23]. Henry, J.W. & Stone, R.W., “A Structural Equation Model of End-User Satisfaction with a Computer- Based Medical Information System,” Information Resources Management Journal, Vol.7, No.3, pp. 21-
33, 1994.
[24]. Hill, T., & Smith,N.D., & Mann, M.F., “Role of Efficacy Expectations in Predicting the
Decision to use Advanced Technologies: The Case of Computers ,”Journal of Applied
Psychology, Vol.72, No.2, pp.307-313, 1987.
[25]. Holden, G., “ The Relationship of Self-Efficacy Appraisals To Subsequent Health
Outcomes: A Meta-Analysis,” Social Work In Health Care(16), pp.53-93, 1991.
[26]. Latham, G. P. & Saari, L.M., “Application of Social Learning Theory to Training supe-
rvisors Through Behavioral Modeling,” Journal of Applied Psychology, Vol.64, No.3, pp.
239-246, 1979.
[27]. Lent, R.W., & Brown, S. D., & Hackett, G., “Toward a Unifying Social Cognitive Theory of
Careerand Academic Interest, Choice, and Performance.,” Journal of Vocational B ehavior, 45,
pp.79-122, 1994.
[28]. Malone, J.C., “Ontology Recapitulates Philology: Willard Quine, Pragmatism, and
radiccal Behaviorism,” Behavior and Philosophy, 29, pp.63-74, 2001.
[29]. Manz,C.C. & Sims, H.P., “Beyond Imitation :Complex Behavioral and Affective Lin-
kages Resulting from Exposure to Leadership Training Models,” Journal of applied psy-
chology, Vol.71, No.4, pp.571-578, 1986.
[30]. Moritz, S.E., Feltz, D. L., Fahrback, K. R. & Mack, D.E., “ The Relation of Self-effica-
cy Measures to Support Performance : A Meta-Analytic Review, ”Reseach Quarterly for Exercise And
Sport(71), pp.280-294, 2000.
[31]. Multon, K.D., & Brown, S.D. & Lent, R. W., “Relation of Self-Efficacy Beliges to
Acasemic Outcomes : A Meta-Analytic Investigation ,”Journal of Counseling
Psychology(38), pp.30-38, 1991.
[32]. Schunk, D.H., “Modeling and Attributional Effects on Childrens Achievement: A Self-
efficacy Analysis,” Journal of Educational Psychology(73), pp.93-105, 1981.
[33]. Schunk,D.H. ,“Self-efficacy and Achievement Behaviors,” Educational Psychology Re-
view, Vol.1,pp.173-208, 1989.
[34]. Shortridge-Baggett,L.M., & Van der Bij, J.J., “The Theory and Measurement of The
Self-efficacy Construct,” Scholarly Inquiry for Nursing Practice: An International
Journal, Vol.15, No.3, pp.198-207, 2001.
[35]. Stajkovic,A.D,& Luthans,F., “Self-Efficacy and Work-related Performance: A
Meta-Analysis,” Psychological Bulletin(124), pp.240-261, 1998.
[36]. Thompson, R.L.,& Higgins, C.A. & Howell, J.M., “Personal Computing : Toward a
Conceptual Model of Utilization,” MIS Quarterly, Vol.15, No.1, pp.125-143, March,
1991.
[37]. Wood, R. & Bandura, A., “Social Congnitive Theory of Organizational Management, ”
Academy of Management Review, Vol.14, No.3, pp.361-384, 1989.

書籍:
[38]. Bandura, A., Social Learning Theory , PrenticeHall , Englewood Cliffs, NJ , 1977.
[39]. Bandura, A., Social Foundations of Thought and Action, Prentice Hall, Englewood
Cliffs, NJ , 1986.
[40]. Bandura, A., Self-Efficacy: The Exercise of control, New York:Freeman, 1997.
[41]. Devellis, R.F., Scale Development Theory and Applications, London:SAGE, 1991.
[42]. Gay,L.R., Educational Research Competencies for Analysis and Application, New
York:Macmillan, 1992.
[43]. Kaiser, H.F., Educational and Psychological Measurement, Little Jiffy, Mark IV, 1974.
[44]. Nunnally, J.C., Psychometric Theory(2nd ed.), New York:McGraw-Hill, 1978.
[45]. Rosenthal, T.L., & Zimmerman, B.J., Social Learning and cognition, New York:
Academic , 1978.
[46]. Selltiz, C., Wrightsman, L.S., & Cook,S.W., Research methods in social relations,
New York:Holt,Rinehart and Winston, 1976.

學位論文:
[47]. Pavri, F.N., A Study of the Factors Contributing to Microcomputer Usage, unpublished
Doctoral dissertation. The University of Western Ontario, London, Ontario, 1988.

網路:
[48]. 教育部(2008)。中小學資訊教育白皮書2008-2011。取自
http://www.edu.tw/files/site_content/B0039/97.08教育部中小學資訊教育白皮書.pdf
[49]. 教育部 健康醫學學習網http://health.edu.tw/health/


QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top