一、本論文共一冊，約五萬字，分五章十九節。 二、本研究主要目的有六：（一）探討高中男女生在電腦態度和電腦成就上的差異情 形。（二）探討過去的學習電腦經驗與現在的電腦態度、電腦成就的關係； 並進一 步探討以數學成就和電腦態度來預測電腦成就的情形。（四）探討高中生家庭電腦設 備的情形，以了解電腦學習教材和設備對電腦態度和電腦成訧的影響。（五）探討父 母對學習電腦的態度與學生的電腦態度、電成就的關係。（六）根據研究結果，提出 建議，以為改進電腦教學及家庭教育的參考，並引起國人進一步深入的研究。 本研究採用問卷研究法，收集高中生對電腦的態度和電腦成績等相關資料，君以分析 、統計和討論，並根據研究發現，提出具體建議。

在資訊化的潮流下，使用簡易的資訊應用系統已成為現代國民所不可或缺的能力，而良好的電腦態度與電腦知能將會加強人們運用資訊科技的能力，所以瞭解影響個人電腦態度與電腦知能的因素乃為現今不容忽視的重要課題。目前國內外的研究，在性別、年齡、學科別對電腦態度與電腦知能的影響方面，已有相當的研究成果展現，但在個別背景因素方面的研究則尚未有整體的概念，同時也少有資訊教育影響的研究。在資訊教育方面，目前國內從國小到高中階段，有適當規劃資訊教育的學校仍屬少數，在大學中則大多皆有規劃適當的資訊教育課程及提供良好的環境，故本研究乃以大學生為研究對象。因此本研究將以大學生為對象，探討個別背景因素及大學資訊教育對大學生的電腦態度與電腦知能的影響，以期從教育及家庭社會功能方面來增進學生良好的電腦態度與電腦知能。 本研究經過文獻探討後，以電腦焦慮、電腦信心、電腦喜好、電腦有用性來衡量電腦態度；以一般性電腦知能、專業性電腦知能來衡量電腦知能。於本研究中，採用問卷調查法，分別對政治大學及中央大學的學生發放問卷，回收後整理賀料並進行統計分析，以瞭解個別背景因素、大學資訊教育因素對學生電腦態度與電腦知能之影響。 研究結果顯示，接觸電腦的時間愈長、獲得電腦知識的管道愈多、常使用電腦從事的活動種類愈多、擁有自己的電腦，則學生會有較好的電腦態度與電腦知能。而家人、同學或親戚朋友對受試者的影響，主要乃在於電腦態度方面，至於電腦知能方面則沒有顯著關係存在。同時研究發現，學生獲得電腦知識的管道，多為經由正規化的課程或是電腦網路、電腦書籍、電腦雜誌，且這些因素與其電腦態度、電腦知能皆有顯著的關係存在。而經由學校其它課程或活動獲得電腦知識的人不多，檢定後僅發現校園研討會對學生的電腦態度與電腦知能有正面的影響，至於其它課程或活動的影響，因參與人數不多，其對電腦態度與電腦知能的影響無法確知，但學校實需豐富此類課程或及活動，同時並加強推廣。

本研究旨在比較網頁設計績優教師和一般教師在背景因素、電腦相關進修、電腦態度、外在環境覺知與教學創新行為上是否有顯著差異。本研究質、量研究法並行；量的部分以設計校園網頁、製作課程網頁、指導學生參與網頁競賽之教師為樣本，依其網頁製作分為參賽得獎(n=134)、參賽未得獎或製作未參賽(n=125)、一般教師(n=181)三類教師。其中參賽得獎教師部分又依其得獎項次分為一項得獎(n=88)、二項得獎(n=30)、三項得獎(n=17)，而與完全未得獎教師(n=305)做比較。從問卷中另外又可將樣本依其電腦教師資格與否分為電腦教師(n=135)與非電腦教師(n=305)兩類教師做比較。這些教師分別接受「電腦進修問卷」、「電腦態度量表」、「教師教學創新行為量表」填答。 量化研究結果顯示，網頁設計績優教師以男性居多、主修以理工背景居多、高職教師多於高中國中小教師；而年齡與任教年資上，績優教師與一般教師則無顯著差異。電腦進修方面，績優教師除了「同儕請益」因素未與一般教師有差異以外，在「主動做中學」、「校內研習」、「校外機構課程」因素，皆顯著高於一般教師。在電腦態度方面，績優教師比一般教師較沒有電腦焦慮、也較喜歡電腦、對電腦較有信心、認為電腦較有用。而績優教師自評之「教學創新行為」亦高於一般教師。此外，績優教師在工作時數、上網時數、校方支持自覺、設備使用便利性、電腦資訊團隊人數上，都比一般教師高；而在校園電腦設備充足度與家庭電腦擁有度上，這兩類教師則無差別。 質化訪談方面，本研究選取三位三項皆得獎教師為訪談對象；其中二位為男性國小教師，這兩位教師符合本研究之量化研究，在電腦態度、主動做中學、創新行為方面皆有較佳之表現；另一位為女性國中教師，該教師電腦進修程度高於其他教師，但在其他方面則與一般教師差異不大。 訪談發現，目前國內教師在進修上面臨著調課補課的問題，在工作過量又無代課教師的情形下，電腦教師往往因為調課問題而羈絆進修。電腦團隊在教學、推廣、減輕工作量上可以有效減輕教師負擔，一般教師之電腦研習也可以利用電腦團隊為種子教師而增進其電腦智能。培育教師製作優質教學網頁可以抽取有教學內容教師密集訓練；或提供簡易套裝模式，讓教師了解如何使用後，再慢慢提昇更高深技巧。目前政策面存有「口號與精神」的做法，致使對資訊教學產生負面影響；而九年一貫課程由於將資訊教育濃縮為一小部份，可能會影響學生學習電腦資訊的能力。 / The purpose of this study was to compare three groups of teachers on their background, computer attitude, ways of learning computer skills, and innovative teaching behavior. The first group of teachers consisted of those who had won at least one award for designing a homepage for themselves or for their school, or for advising students about the design of a website/homepage(n=134). The second group was comprised of those teachers who had homepage design experience but had not participated in or had not won any competition(n=125). The third group of teachers did not have any homepage design experience(n=181). All teachers were administered the "Innovative teaching behavior scale", "Computer attitude Scale", and "Ways of learning computer skills Questionnaire". The results showed that the award-winning teachers tend to be male teachers with science and engineering backgrounds who teach at the vocational high school level. They were also significantly more innovative in their teaching behavior than their counterparts, and significantly less anxious about, and more confident toward, computers. They showed significantly more liking for computers and perceived computers to be more useful. They worked significantly more hours and used the Internet more frequently. More of them felt received support from their school, and that the school’s computer equipment was adequate. They had more colleagues in their work team. There are in general four ways of learning computer skills：learning by doing, attending courses/workshops conducted on campus, attending courses/workshops off campus, and learning from peers. The award-winning teachers had significantly more experiences in learning by doing and attending courses on and off campus, but not in learning from peers. This study also selected three award-winning teachers (2 male, 1 female) for depth interviews. The results tended to validate the Quantitative Study. They did express something more delicate than the Quantitative analysis. For example, they had strong motivation to further their knowledge of using computer as a tool to improve teaching. But in practice, it is difficult for them to get away from work. The workload and the substitute teachers’ pay were only a few examples of the difficulties they faced.

本研究之目的在探討「電腦自我效能」、「電腦經驗」及 「他人支持」三者與「電腦態度」及「電腦焦慮」之關係，並探究「電腦經驗多寡」與「電腦態度」、「電腦焦慮」間的關係，是否透過「電腦自我效能」的中介效果存在；「電腦經驗品質」與「電腦態度」、「電腦焦慮」間的關係，是否透過「電腦自我效能」的中介效果存在；「他人支持」是否會調節「電腦自我效能」對於「電腦態度」與「電腦焦慮」的關係。 本研究採取問卷調查的方式進行，以304名台北縣立及台北市立國民小學合格教師為研究對象。根據階層迴歸分析結果顯示：「電腦經驗多寡」是會透過「電腦自我效能」此一中介變項（mediatorvariable），影響「電腦態度」及「電腦焦慮」，研究的假設獲得支持，但「電腦經驗品質」則無中介效果；此外，「他人支持」並非是 「電腦自我效能」與「電腦態度」、「電腦焦慮」之關係的調節變項（moderatorvariable）。 本文最後針對所有研究結果進行整合性討論 ，並根據研究所得結果，提出可能的限制、未來研究方向的建議，以及學術、實務上之應用。 關鍵字：電腦態度、電腦焦慮、電腦自我效能、電腦經驗、他人支持 / This study was designed to investigate: (1) the mediating effects of computer self-efficacy on the relationship between the quantity of computer experience and computer attitude, and the relationship between the quantity of computer experience and computer anxiety; and (2) the mediating effects of computer self-efficacy on the relationship between the quality of computer experience and computer attitude, and the relationship between the quality of computer experience and computer anxiety; and (3) the moderating effects of others'support on the relationship between computer self-efficacy and computer attitude, and the relationship between computer self-efficacy and computer anxiety. Subjects were 304 elementary school teachers from Taipei County and Taipei City. According to hierarchical regression analysis, the results provided support for the hypothesis that computer self-efficacy mediated the relationship between the quantity of computer experience and computer attitude, and the relationship between the quantity of computer experience and computer anxiety. However, computer self-efficacy neither mediated the relationship between the quality of computer experience and computer attitude, nor the relationship between the quality of computer experience and computer anxiety. Furthermore, others'support neither moderated the relationship between computer self-efficacy and computer attitude, nor the relationship between computer self-efficacy and computer anxiety. The implications, limitations, further research directions, and applications in management are discussed at the end. Keyword: computer attitude, computer anxiety, computer experience, computer self-efficacy, others'support

為瞭解國民中小學學生學習電腦相關行為及現況,本研究以台北市國民中學三年級學生1251人及國小六年級學生1201人為研究對象,經運用電腦經驗調查表.認知需求量表.數學焦慮量表.電腦態度量表及電腦素養測驗卷等研究工具,獲得所需的資料,再以chi-square考驗.皮爾遜積差相關. t-test.典型相關.多元(逐步)迴歸及因徑分析等方法進行統計分析,結果 有以下幾點發現: 一. 國民中小學學生電腦經驗.電腦資源.電腦態度與電腦素養現況方面 1. 國中與國小學生之電腦經驗有顯著的差異存在. 2. 國中與國小學生之電腦資源部份有顯著的差異. 3. 國中與國小男女學生之電腦經驗部份有顯著的差異存在. 4. 國中與國小男女學生之電腦資源部份有顯著的差異存在. 5. 國中學生與國小學生在電腦焦慮與電腦有用性兩電腦態度上有顯著差異. 6. 國民中小學男學生之電腦態度(焦慮與自信)顯著較女生好. 7. 國中學生之電腦素養(軟硬體.應用與影響.操作.倫理)顯著較國中學生佳. 8. 國民中小學男學生之電腦素養(軟硬體.應用與影響.操作)顯著較女生佳. 二. 影響國中小學生電腦態度方面 1. 電腦經驗與國中小學生之電腦態度有顯著之正相關. 2. 電腦資源與國中小學生之電腦態度有顯著之正相關. 3.認知需求與國中小學生之電腦態度有顯著之正相關. 4. 數學焦慮與國中小學生之電腦態度有顯著之相關. 5. 數學成就與國中小學生之電腦態度有顯著之正相關. 6. 認知需求.每星期使用電腦的時間.每星期閱讀電腦書籍及雜誌的.家中電腦週邊設備的情形.自己或與他人共同使用電腦以及是否有電腦學前經驗等六個變項對國中小學生之電腦態度有顯著的預測效果,預測解釋力為32%. 三. 影響國中小學生電腦素養方面 1. 電腦經驗與國中小學生之電腦素養有顯著之正相關. 2. 電腦資源與國中小學生之電腦素養有顯著之正相關. 3. 認知需求與國中小學生之電腦素養有顯著之正相關. 4. 數學焦慮與國中小學生之電腦素養有顯著之相關. 5. 數學成就與國中小學生之電腦素養有顯著之正相關. 6. 每星期閱讀電腦書籍及雜誌的時間.家中電腦週邊設備的情形.自己或與他人共同使用電腦.電腦焦慮.電腦自信以及電腦喜歡等六個變項對國中小學生之電腦素養有顯著的預測效果,預測解釋力約為52%.四.整合模式分析方面1. 國中學生之電腦經驗與電腦資源對其電腦素養之影響,主要是來自直接效果的影響(經驗:57.32%;資源:73.31%), 而認知需求對電腦素養之影響主要是透過電腦態度間接效果的影響(89.06%).2. 電腦經驗與電腦資源對國小學生電腦素養之影響, 來自間接效果的影響約佔(經驗: 67.55%;資源:52.32%),認知需求對國小電腦素養的影響主要是透過電腦態度的間接效果,佔61.29%. With the expansion of computer technology, it is important to prepare individuals for success in our increasingly computerized society. Therefore,factors that impact decisions regarding attitude and literacy of computer should be expored. Several factors should be considered: (1) individual characteristics, (2) computer experience, (3) computer resource, (4) cognitiveneed, (5) mathematics anxiety, and (6) mathematics achievement. The purposes of this study were : (1) To find out the situation of information education in junior secondaryand primary school at present; (2) To find out the situation of the computer attitude and literacy in junior secondary and primary school students at present; (3) To examine the relationship and effects toward computer attitudes and literacy of many factors. 1251 junior secondary and 1201 primary school students were measured by (1)individual characteristics and computer experience questionnare, (2) Cognitive Need Scale , (3) Mathematics Anxiety Scale , (4) Computer Attitude Scale, and(5) Computer Literacy Test. The mainly statistical methods are chi-square, pearson product moment correlation, t-test, canonical correlation analysis, multiple(stepwise) regression analysis and path analysis. The results of the analysis of data indicated the following : (1) There were significant sex and school level differences of attitude and literacy toward computer. Boys were better than girls. Primary school students were better than junior secondary school; (2) There were significant correlations between computer experience, computer resource, cognitive need, mathematics anxiety, mathematics achievement, and computer attitude; (3) There were significant correlations between computer experience, computer resource, cognitive need, mathematics anxiety, mathematics achievement, and computer literacy; (4) Computer experience, computer resourse, cognitive need and computer attitude were significant predictors for computer literacy. Computer attitude was the best significant predictor. Recommendations were made for information education , school , family,educational organization and future additional research , to improve the attitude and literacy toward computer of junior secondary and primary school students.