- 學位論文
應用推敲可能性理論模式探討影響國中生課外閱讀意願之因素
The Application of Elaboration Likelihood Model for the Discussion of Influential Factors of Student’s Extracurricular Reading Willingness
摘要
本研究主要目的為：一、了解網路資訊如何影響國中生課外閱讀的意願。二、了解國中生自我內在因素如何影響其課外閱讀的意願。三、透過「推敲可能性理論模式」、「網路口碑」、「自我效能」、「自我建構」等理論的引用與實證，了解影響國中生閱讀意願因素之間的因果關係。 本研究對象為桃園市新屋區某國中八年級及九年級學生。 研究方法以Petty和Cacioppo(1981)所提出的ELM 為基本架構，採用採實驗法(experiment)，設計並製作實驗用之國中生課外閱讀意願問卷，以2（網路書評：內容評論、名人保證）× 2（網路口碑：正向口碑、負向口碑）二因子實驗設計，操弄實驗因子製作問卷給受測學生閱讀，探討外在因素（推薦資訊）如何影響學生的課外閱讀意願。並以受測者的涉入程度、自我效能、自我建構等內在因素作為干擾變項，討論推薦資訊和內在因素之交互作用是否會影響學生的課外閱讀意願。 經過整理之後，本研究獲得結論如下： 一、 課外閱讀的推薦資訊會影響學生的閱讀意願：書評類型對閱讀意願無顯著影響，但是網路口碑的正負性會影響閱讀意願，此外，書評類型與網路口碑正負性之交互作用也會影響閱讀意願。 二、 課外閱讀書評類型和讀者內在因素之交互作用會影響學生的閱讀意願：涉入程度與書評類型之交互作用會影響閱讀意願，相依觀點強弱與書評類型之交互作用也會影響閱讀意願。 三、 自我效能中介了涉入程度對閱讀意願的影響：經數量分析結果，自我效能完全中介了涉入程度對閱讀意願的影響效果。
並列摘要
The main purpose of this study is as follows: First, to understand how net informaiton affects junior high school students' extracurricular reading willingness. Second, to understand the factors that affect the inner self extracurricular reading willingness of the junior high school students. Third, through the "Elaboration Likelihood Model ", "Network Word-Of-Mouth ", "Self-Efficacy ", "Self Construal " theory and empirical references to understand the impact of reading willingness of causal junior high school students. The subjects of the test in the research were students of grade-9 and grade-8 class from certain junior high school in Taoyuan City. The study was based on ELM Petty and Cacioppo(1981) proposed, using mining experiment (experiment) to design junior high school students' extracurricular reading willingness questionnaire. Use 2 (Network Book Review: The content reviews, celebrity guaranteed) × 2 (Network Word-Of-Mouth: positive word of mouth, negative word of mouth) two-factor experimental design to make the questionnaire for students to read, and to explore how external factors (recommended information)n affect junior high school students' extracurricular reading willingness. Use students' Involvement, Self-Efficacy, Self Construal as interference variables to discuss if external factors (recommended information) and internal factors will affect students' extracurricular reading willingness. After finishing this study, the conclusions are as follows: 1. The recommended reading extracurricular information will affect students' willingness to read: Electronic-Word-Of-Mouth will affect the willingness to read, interact with the network type of book reviews will also affect the reputation of the reading willingness. 2. Interaction extracurricular reading book reviews and reader type of internal factors can affect students' willingness to read: Interactions of the degree of involvement and type of reading book reviews will affect the willingness to read, and the interactions of dependent views and book reviews will also affect the willingness to read. 3. Self-efficacy mediated the impact of involvement of reading willingness: from the results, self-efficacy totally mediated the impact of involvement of reading willingness.