階程化之「媒體使用」模式：動機、媒體使用、動機滿足

A Sequential Media Use Model for NOU Students-- Motives of PAE, Media Use, Motives Gratification

本研究旨在探討空大學生「媒體使用」之模式，嘗試從「期待─價值」之觀點將動機及其滿足引用在「使用與滿足」模式中，並依據媒體使用活動之前、當時、之後不同的時間階程，建構一階程化之「媒體使用」模式。除了媒體使用動機的角色，也探討參與學習動機及其滿足在媒體使用的因果關係，並從滿足之追求及獲得的角度來看參與學習動機及滿足在媒體使用前後的相關性及之間的差異。本研究對象為國立空中大學學生，經由分層叢集取樣方式抽取1,455人為研究樣本。研究方法主要以典型相關分析來進行「動機→使用→滿足」模式的檢定，並輔以「徑路圖」（Path Diagram）做整個模式的說明。此外，另以積差相關及相依樣本ｔ檢定來探討參與學習動機以及參與學習動機滿足的關係和差異。研究結果顯示，空大學生確實存在階程化之「媒體使用」模式。在此階程化媒體使用過程中，媒體使用活動是一個重要中介變數，參與學習動機是媒體使用的預測變項，而參與學習動機的滿足則受到媒體使用的影響。自徑路模式分析可看出，在媒體使用之前，參與學習動機即對媒體使用發揮影響力；而在媒體使用之後，參與學習動機的滿足則明顯受到媒體使用活動的影響，可見參與學習動機及其滿足是媒體使用過程中，值得重視的因素。另外，參與學習動機和參與學習動機滿足程度有顯著的相關；其間明顯的差異，顯示空大學生對媒體使用之前的期待與認知，和使用之後的評估與滿足有明顯的落差。

The study tested a media use model for NOU students by integrating expectancy-value theory with the uses and gratifications approach. The model was constructed to support three different sequential stages of media use activity: pre-activity, during-activity, and post-activity. The role of media use motives was concerned, and how the motives of participation in adult education (PAE) interacted with the media use process was explored under the gratification framework. The study also examined the correlation and discrepancy between the gratification sought (GS) of PAE before media use and gratification obtained (GO) after media use. The sample consisted of 1455 students of National Open University in Taiwan, who were selected by stratified cluster sampling. The 'motive → media use → motive gratification' model was used in canonical correlation analyses with a path diagram to interpret the relationships between key elements. Furthermore, ｔ -test and Pearson's productmoment correlation were used to examine the relationship between the GS of PAE and GO of PAE. The results of the study affirmed a three-stage media use model for the students of NOU. In the model, the motive of PAE was an antecedent variable, media use activity was an intervening variable, and also the most significantly correlated with the motive gratification of PAE. As explicated in the path model, before media use the motive of PAE can predict the media use, and after media use the motive gratification of PAE was significantly influenced by media use activity. This provides strong evidence that the motives of PAE and their gratification are the most important factors in media use process. Moreover, the gratification sought of PAE and the corresponding gratification obtained were found to be strongly connected, and the great discrepancy between them reflected a clear lapse between the NOU students' expectations before media use and their evaluation after media use.