This study investigated the significant differences and correlations on college students¡¦ reading motivation and their internet literacy. A total of 950 college students were stratified randomly selected from 17 Taiwanese colleges. All participants completed ¡§Reading motivation¡¨ and ¡§Internet literacy¡¨ scales. In addition, 5 target students with highest scores on internet literacy were recruited for standardized test and follow-up interview. Independent t-test, one-way ANOVA, and canonical correlation assessed the similarities and differences between groups. The initial findings were as follows:
1.College students¡¦ reading motivation and internet literacy appear to have moderate performance.
2.Female college students¡¦ mean score on ¡§reading motivation¡¨ was significantly higher than their male counterparts.
3.High academic achievement college students¡¦ mean score on ¡§internet literacy¡¨ was significantly higher than low academic college students.
4.College students who major in engineering, manufacturing domain¡¦s mean score on ¡§internet literacy¡¨, dimensions of ¡§information accessing¡¨, ¡§information sharing¡¨ were significantly higher than social sciences, business management domain¡¦s college students. And college students who major in liberal arts domain¡¦s mean score on dimensions of ¡§information creating¡¨ were significantly higher than agronomy major¡¦s college students.
5.College students with higher reading frequency¡¦s mean score on ¡§reading motivation¡¨ and ¡§internet literacy¡¨ were significantly higher than low reading frequency college students.
6.College students with higher book-borrowing frequency¡¦s mean score on ¡§reading motivation¡¨, dimensions of ¡§information creating¡¨ were significantly higher than low book-borrowing frequency college students.
7.College students consume more time on reading¡¦s mean score on ¡§reading motivation¡¨, dimensions of ¡§information creating¡¨ were significantly higher than these consuming less time on reading¡¦s participants.
8. College students with longer internet seniority¡¦s mean score on ¡§internet literacy¡¨, dimensions of ¡§information accessing¡¨, ¡§information evaluating¡¨ and ¡§information integrating¡¨ were significantly higher than less internet seniority¡¦s college students.
9.College students with higher educational expectation had significantly higher mean scores on ¡§reading motivation¡¨ and ¡§internet literacy¡¨ than these low educational expectation participants.
10.Canonical correlations between college students¡¦ ¡§reading motivation¡¨ and ¡§internet literacy¡¨ were found in this study.
| Identifer | oai:union.ndltd.org:NSYSU/oai:NSYSU:etd-0817112-231829 |
| Date | 17 August 2012 |
| Creators | Yu, Tien-chi |
| Contributors | Huann-shyang Lin, Zuway-R Hong, Han-chin Liu |
| Publisher | NSYSU |
| Source Sets | NSYSU Electronic Thesis and Dissertation Archive |
| Language | Cholon |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0817112-231829 |
| Rights | user_define, Copyright information available at source archive |
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