以縱貫性研究探討學生學習焦崩及電腦學習成效之因素－以資管學生為例

A Longitudinal Study of Factors Influencing Student Burnout and Computer Learning Performance-Cases of MIS Students

楊惠貞(Hui-Jen Yang) ； 范錚強(Cheng Kiang Farn)

《資訊管理學報》 11卷4期 (2004/10) Pp. 77-104

https://doi.org/10.6382/JIM.200410.0077

摘要

資訊科技快速的進步，各行各業對資訊人才需求日盛，資管科系學生成為企業界寵兒。隨著科技快速變遷，資管科系學生除了要兼顧資訊和管理課程外，還要不斷學習新技術，以因應潮流需求，在學習上造成很大的壓力，容易產生學習焦崩現象。本研究主要目的是改變過去焦崩橫斷面的研究，嘗試以縱貫性研究(longitudinal study)來探討資管學生在學習焦崩方面的影響因素。因此，本研究以資源保存理論及社會認知理論為基礎探討環境因素和個人因素對焦崩的影響。主要研究問題包括(1)探討電腦焦應和過去電腦學習成效對自我知能的影響；(2)以縱貫性研究來探討自我知能與功課負荷對學生學習焦崩的影響，強調自我知能變化幅度及功課負荷變化幅度與學習焦崩變化幅度之間的關係。另外，以自我知能為干擾變數探討過去電腦學習成效對學習焦崩之影響；(3)探討自我知能與學習焦崩對電腦學習成效之影響。研究採問卷調查法為主。研究對象以技職院校資管科學生為主要樣本，並且以敘述性統計及結構方程式的路徑分析來進行資料分析及驗證各假說。
主要研究結果如下：（一）「電腦焦慮」與「自我知能」呈負向顯著關係，而「過去電腦學習成效」與「自我知能」呈正向顯著關係。（二）「自我知能」變化幅度與「學習焦崩」變化幅度呈負向顯著關係，而「功課負荷」變化幅度與「學習焦崩」變化幅度呈正向顯著關係。另外，「電腦焦慮」與「學習焦崩」呈正向顯著關係。（三）「電腦學習成效」與「學習焦崩」呈負向顯著關係。「自我知能」對「電腦學習成效」之直接影響則不被支持；「自我知能」對「電腦學習成效」之影響為透過「學習焦崩」為中介的間接影響。最後也針對研究結果對教育實務界提出建議。

關鍵字

縱貫性研究 ； 學習焦崩 ； 電腦學習成效 ； 自我知能 ； 電腦焦慮 ； 功課負荷

並列摘要

Owing to the rapid growth of information technology, the industry increasedly needs the information system personnel. Computers have become a common feature in most schools and also become a wider cross-section of the curriculum at each level. The major of MIS students is the future source of IS personnel. It's necessary to know the problems that the MIS students faced at the school learning process. The current study was designed to examine the factors which impact on the students' burnout and their academic performance, based on Social Cognitive Theory (SCT) and Conservation of Resourced Theory (CRT), among two-year college students. A longitudinal study examined the effects of self-efficacy and course load on student burnout. A Path Analysis was used to test the hypotheses.
The result indicated that computer anxiety has negative relationship with self-efficacy. Previous computer leaning performance has positive relationship with self-efficacy, but the reverse is not supported in this study. The change degree of self-efficacy has negative relationship with the change degree of student burnout, but the change degree of course load has positive relationship with the change degree of student burnout. Additionally, computer anxiety has positive relationship with student burnout. Computer learning performance has negative relationship with student burnout. Research and practical implications of these finding for the student burnout and computer learning performance of MIS major students are discussed.

並列關鍵字

Longitudinal Study ； Burnout ； Computer Learning Performance ； Self-efficacy ； Computer Anxiety ； Course Load

參考文獻

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