國中生線上閱讀環境態度之測量及其與線上閱讀能力的潛在關聯探討   全文下載

Developing a Model of Attitude Toward Online Reading Environments and Online Reading Comprehension Among Junior High School Students

本研究旨在編製一份線上閱讀環境態度量表，並探討國中生線上閱讀環境態度與其線上閱讀理解能力的關聯性。再分別經由200位預試樣本與1,107位正式樣本資料蒐集後，透過一系列資料分析程序探討量表信、效度，以及線上閱讀環境態度與線上閱讀理解能力的關聯模式考驗。研究結果顯示：一、透過競爭模式比較發現，線上閱讀環境態度量表具有兩個互為獨立的因素模式，分別是有利閱讀的環境評價和干擾閱讀的環境評價，而此兩因素直交模式不僅適配觀察資料，且具有跨樣本穩定的效度表現；二、國中生線上閱讀環境態度會不同程度影響線上閱讀理解能力的表現；三、性別在干擾閱讀的環境評價與其線上閱讀理解能力的關聯性中存在顯著差異。根據上述研究發現，提出對學校教育和未來研究之相關建議。

The purpose of this study was to develop a scale for evaluating attitude toward online reading environments among junior high school students and to explore the relationship between attitude toward online reading environments and online reading comprehension. A series of data analyses were performed to examine the psychometric properties of the scale and various models constructed by the researchers using 200 pretest and 1,065 formal samples. The results revealed that: (a) The orthogonal factor model was validated by comparison with two competing models, indicating two latent factors in this scale, namely “positive appraisal of online reading environment” and “negative appraisal of online reading environment”; (b) Attitude toward online reading environments significantly influenced online reading comprehension among junior high school students; (c) Compared with male students, female students’ online reading comprehension was subject to more negative appraisal of online reading environments. Finally, several suggestions for compulsory education and future studies are offered.