自我效能、學習動機對於學習成效、知識分享以及組織績效之影響-以學習障礙為干擾變項

The effects of self-efficacy and learning motivation on learning performance, knowledge sharing and organizational performance：learning barrier as a moderating variable

孫以文(Yi-Wen Sun)

指導教授 ： 洪英正

淡江大學/商管學院/企業管理學系碩士班/碩士(2015年)

https://doi.org/10.6846/TKU.2015.00714

摘要

二十一世紀是知識經濟的時代，企業大量運用知識提升企業競爭力，因此知識管理成為企業營運重要的一環，且隨著資訊科技的進步，員工可以透過數位學習提供企業累積知識價值，提升競爭力。Carden & Lenoria(2007)指出企業關心在有限的資源下如何運用數位學習的方式提升組織績效，且數位學習已經是許多企業在提升組織績效不可或缺的一環。本研究觀察到一個現象，不管是學校還是企業，在導入數位學習方面一直無法獲得良好實施成果，其中學習成效可藉由兩個變項來衡量，自我效能與學習動機。在使用數位學習的過程中，往往可能沒有辦法很順利
綜合上述文獻，了解在知識經濟時代下，數位學習的市場潛力無窮，因此本研究探討在推動數位學習後所遇到的學習障礙在自我效能、學習動機對學習成效影響之可能的干擾作用；以及探討數位學習成效對於達到組織績效與知識分享下對企業競爭力之影響，以提供企業在推動數位學習行為之建議。
本研究根據理論基礎建立研究架構與假設，採取便利抽樣與滾雪球抽樣進行問卷調查，共回收214份有效問卷，經由迴歸分析、層級迴歸分析和變異數分析等統計方法來驗證各研究假說，研究結果顯示如下：
1. 員工之自我效能對其數位學習之學習成效有顯著正向影響。
2. 員工之學習動機對其數位學習之學習成效有顯著正向影響。
3. 員工之學習成效對其數位學習之知識分享有顯著正向影響。
4. 員工之學習成效對其數位學習之組織績效有顯著正向影響。
5. 數位學習之學習障礙在員工之自我效能和學習動機對其學習成效之影響上無顯著調節作用。
經過本研究結果之發現，提升員工本身的素質就能為組織帶來績效，即使遇到學習障礙也能迎刃而解；另建議公司在推動數位學習時，成立一個專責單位，以利提高數位學習內容的深度與廣度。

關鍵字

數位學習 ； 自我效能 ； 學習動機 ； 學習成效 ； 學習障礙 ； 知識分享 ； 組織績效

並列摘要

The 21st century is the era of knowledge economy, companies make extensive use of knowledge to enhance the competitiveness of enterprises, so knowledge management has become an important part of business operations, and with the advancement of information technology, staff can provide business value through the accumulation of knowledge-learning and enhance competitiveness force. Carden & Lenoria (2007) indicated that companies concerned with limited resources to learn how to use the digital way to enhance organizational performance, and the number of e-learning has been a lot of companies to enhance organizational performance an integral part. This study was a phenomenon, whether schools or enterprises in introducing digital learning has been unable to get a good implementation of the results, in which learning outcomes can be measured by two variables, self-efficacy and learning motivation.
This study learning barrier in promoting e-learning after encounter in self-efficacy, learning motivation influence of possible interference effects on learning performance; explore learning performance to achieve organizational performance and knowledge sharing under the influence of business competitiveness and, to provide enterprises in the promotion of e-learning behavior recommendations.
This paper set up the conceptual framework and hypothesis based on the theory and used convenience sampling and snow balling to return valid questionnaires 214 shares totally. By implementing the regression analysis, hierarchical regression and one way ANOVA to verify each hypothesis, this paper got some conclusions, the conclusions following are:
1. Self-efficacy and learning performance have positive effect on the e-learning.
2. Learning motivation and learning performance have positive effect on the e-learning.
3. Learning performance and knowledge sharing have positive effect on the e-learning.
4. Learning performance and organizational performance have positive effect on the e-learning.
5. Learning barrier has no moderating effect on the influence relationship between self-efficacy and learning motivation.
According to this study, improve the quality of the staff will be able to organize themselves to bring performance, even in the face of learning disabilities can be solved; others suggested that the company in promoting e-learning, the establishment of a dedicated unit to facilitate the increase of digital learning content depth and breadth.

並列關鍵字

E-Learning ； self-efficacy ； learning motivation ； learning performance ； learning barrier ； knowledge sharing ； organizational performance

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