電腦技能學習者過去的績效、目標認同、電腦自我效能及電腦績效因果關係之驗證－－社會認知理論與目標設定理論的整合

An Empirical Study of Past Performance, Goal Commitment, Computer Self-Efficacy, and Computer Performance of Computer Skill Learner-An Integration of Social Cognitive Theory and Goal-Setting Theory

在電腦技能學習的議題中，過去研究的焦點在於探討學習者的電腦自我效能(computer self-efficacy)及其績效(performance)的正向關係。雖然有些研究也提及自我效能與其績效會受到某些因素的影響，但針對動機(motivation)過程中學習者對目標認同(goal commitment)之影響的實證研究則較為缺乏。本研究以社會認知理論(Social Cognitive Theory)及目標設定理論(Goal-Setting Theory)為基礎，提出一個研究模型，該模型包含四個構念(constructs)：過去的績效、電腦自我效能、目標認同及電腦績效。透過Visual Basic程式設計課程的資料蒐集與分析，研究結果顯示學習者過去的績效愈高，其電腦績效與電腦自我效能也愈高；學習者的電腦自我效能愈高，其目標認同度愈強且電腦績效愈高。另外，學習者的目標認同度愈強，其電腦績效愈高。

In the studies of learning computer skills, past researches focused on the discussions of positive relationships of computer self-efficacy and computer performance. Although a number of researches also mentioned that the positive relationships of computer self-efficacy and computer performance are affected by some factors, but few studies addressed for the factor of goal commitment of learner in the motivation process. This study is based on the Social Cognitive Theory and Goal-Setting Theory and proposed a research model. This model includes four constructs: past performance, goal commitment, computer self-efficacy, and computer performance. According to the data collection and analysis from the course of Visual Basic programming language, the results show that past performance of learner has a significant impact on computer performance and computer self-efficacy. Computer self-efficacy of learner will positively influence on goal commitment and computer performance. Moreover, goal commitment of learner has a significant impact on computer performance.