國小學生電腦自我效能與學習滿意度的關係：科學閱讀學習動機的中介作用

The Relationship Between Computer Self-Efficacy and Learning Satisfaction of Elementary School Students: The Mediating Role of Reading Motivation for Science Learning

本研究旨在分析國小學生之科學閱讀學習動機是否為電腦自我效能與學習滿意度的中介變項。研究方法採方便取樣，以全國國小3∼6年級學生為調查對象。計回收585份有效問卷，其中包含282位男學生與303位女學生，以北部國小居多。本研究以電腦自我效能為自變項，學習滿意度為結果變項，科學閱讀學習動機為中介變項，透過二階段的階層迴歸分析檢測電腦自我效能的預測力，以及科學閱讀學習動機的中介效果。結果顯示：一、科學閱讀學習動機對學習滿意度具有部分中介效果；二、科學閱讀學習動機對學習滿意度中的教材內容具有部分中介效果；三、科學閱讀學習動機對學習滿意度中的學習過程具有部分中介效果。數位學習是現今科學教育的主要趨勢之一，由上述結果可知，教育人員必須重視國小學生的電腦自我效能，並增加其科學閱讀學習動機，以提升他們的學習滿意度。

This research aims to examine whether the reading motivation for science learning of primary school children in the country is a mediating variable between computer self-efficacy and learning satisfaction. The research method adopts convenient sampling, and the survey objects are the third to sixth grade students of all elementary schools in Taiwan. A total of 585 valid questionnaires were collected, including 282 male students and 303 female students, mostly in northern elementary schools. This study adopted computer self-efficacy as the independent variable, learning satisfaction as the result variable, and reading motivation for science learning as the mediating variable. Through a two-stage hierarchical regression analysis, the predictive power of computer self-efficacy and the mediating effect of reading motivation for science learning are examined. The results show that: 1. Reading motivation for science learning has a partial mediating effect on learning satisfaction; 2. Reading motivation for science learning has a partial mediating effect on the content of the teaching material in learning satisfaction; 3. Reading motivation for science learning has a partial mediating effect on the content of the learning process in learning satisfaction. Digital learning is one of the main trends in science education nowadays. From the above results, it can be seen that educators need to pay attention to the computer self-efficacy of elementary school children and increase their reading motivation for science learning in order to improve their learning satisfaction.