本研究之目的是要探討台灣科技業的個人及組織因素對學習行為之直接效果，並討論組織因素是否會在個人與學習行為的關係中扮演調節角色。為了要完成此研究，本研究提出了19個研究假設。而個人因素包含了認知需求(NFC)、開放性，與情感；組織因素包含了人際關係、社會關係、組織的合作文化，以及組織氣候。本研究以階層線性模式作為研究方法，調查了來自43個科技業公司的194個科技業工作者，以探討個人和組織因素與學習行為之關係。研究結果指出認知需求、情感、組織合作文化與組織氣候皆對於學習行為有顯著的正向效果。人際關係、社會關係及組織氣候在認知需求與學習行為的關係中扮演負向的調節角色，但是組織合作文化則扮演正向的調節角色。在情感與學習行為的關係中，只有人際關係具有正向的調節效果。

The aim of this study was to explore the direct effects of individual and organizational factors on learning behavior, and discussed that organizational factors were the moderators between individual factors and learning behavior in Taiwanese technology industry. To complete this study, 19 hypotheses were proposed. Individual factors included need for cognition (NFC), openness, and emotion; organizational factors included interpersonal relationship, social relationship, organizational collaborative culture, and organizational climate; learning behavior included knowledge sharing and exploratory organizational learning. This multilevel study of 194 workers from 43 technology companies demonstrated that both individual- and organization-level factors associated with learning behavior. The results showed that NFC, emotion, organizational collaborative culture and organizational climate significantly and positively influenced learning behavior. Interpersonal relationship, social relationship, and organizational climate negatively moderated the relationship between NFC and learning behavior, however, organizational collaborative culture positively moderate this relationship. Nevertheless, only interpersonal relationship significantly and positively moderated the effect of emotion on learning behavior.

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