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https://ah.lib.nccu.edu.tw/handle/140.119/131835| 題名: | 閱讀與電腦自我效能對數位與一般閱讀素養之預測: 以 2016 年 ePIRLS 和 PIRLS 臺灣國小資料為例 Predicting Digital and General Reading Literacy by Reading and Computer Self-efficacy in Taiwan: Evidence from ePIRLS and PIRLS 2016 |
作者: | 劉芷妮 Liu, Chih-Ni |
貢獻者: | 邱美秀 Chiu, Mei-Shiu 劉芷妮 Liu, Chih-Ni |
關鍵詞: | 閱讀自我效能 電腦自我效能 數位閱讀素養 一般閱讀素養 促進國際閱讀素 養研究 Reading self-efficacy Computer self-efficacy Digital reading literacy Reading literacy Progress of International Reading Literacy Study (PIRLS) |
日期: | 2019 | 上傳時間: | 2-Sep-2020 | 摘要: | 本研究旨在探究國小四年級學生閱讀自我效能、電腦自我效能與數位閱讀素養、一般 閱讀素養的關係。藉由臺灣於 2016 年共有 4,299 位國小四年級學生共同參與之「促進國 際閱讀素養研究(Progress of International Reading Literacy Study, PIRLS)以及其所延伸發 展的數位閱讀素養評量(extension of PIRLS, ePIRLS)，以差異分析、皮爾遜積差相關及 多元迴歸分析等統計方法分析資料。本研究主要發現如下: 一、女生在閱讀自我效能、數位與一般閱讀素養的表現較男生好;男生在電腦自我效能的\n表現較女生好。\n二、閱讀自我效能與數位閱讀素養、一般閱讀素養存在正相關。 三、電腦自我效能與數位閱讀素養、一般閱讀「說明體」素養存在正相關。 四、控制學生背景變項(性別、家庭數位學習資源)後，閱讀自我效能可正向預測數位閱\n讀素養，電腦自我效能則否。 五、控制學生背景變項(性別、家庭數位學習資源)後，閱讀與電腦自我效能分別可正、\n負向預測一般閱讀素養。\n最後，本研究根據上述之研究結果，提出對於臺灣國小學生閱讀教育實務與未來研究之建議。 The purpose of this study was to explore the relationships between Taiwan fourth graders’ reading self-efficacy, computer self-efficacy, digital reading literacy and reading literacy. This study used the Taiwan data, there were 4,299 fourth grade students who joined the Progress International Reading Literacy Study (PIRLS) and the extension of PIRLS (ePIRLS) of 2016. The data analysis methods were independent sample t test, one-way MANOVA, Pearson’s product moment correlation and multiple regression. The major findings were:\n1. Girls had higher reading self-efficacy, digital reading literacy, and general reading than boys;\nboys had higher computer self-efficacy than girls.\n2. Students’ reading self-efficacy was positively correlated with digital reading literacy and\nreading literacy.\n3. Students` computer self-efficacy was positively correlated with digital reading literacy and\n``Reading to Acquire and Use Information`` of reading literacy.\n4. After controlling for students’ background, students’ reading self-efficacy positively predicted\ndigital reading literacy and computer self-efficacy could not predict digital reading literacy.\n5. After controlling for students’ background, students’ reading self-efficacy positively predicted\neffect on reading literacy and computer self-efficacy negatively predicted reading literacy. Finally, based on the above research results, this study provided suggestions for educational\npractices and future research. |
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Large-scale Assessments in Education, 6(1), 1- 19.\nYoğurtçu, K. (2013). The impact of self-efficacy perception on reading comprehension on academic achievement. Social and Behavioral Sciences, 70, 375 – 386. | 描述: | 碩士 國立政治大學 教育學系 106152003 |
資料來源: | http://thesis.lib.nccu.edu.tw/record/#G0106152003 | 資料類型: | thesis |
| Appears in Collections: | 學位論文 |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| 200301.pdf | 1.44 MB | Adobe PDF2 | View/Open |
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