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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/44352


    Title: 桃園縣青少年網路閱讀動機與網路閱讀行為之相關研究;The Relationship between Reading Motivations and Reading Behaviors on the Internet of the Junior High School Student in Taoyuan County
    Authors: 賴怡君;Yi-Chun Lai
    Contributors: 學習與教學研究所
    Keywords: 青少年;國中生;網路閱讀動機;網路閱讀廣度;網路閱讀頻率;線上閱讀teenager;junior high school student;motivation for internet-reading;motivation for reading on the internet;online reading;reading frequency on the internet;reading amount on the internet
    Date: 2010-09-13
    Issue Date: 2010-12-09 10:46:07 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 青少年上網瀏覽網頁、搜尋資訊越來越普遍,青少年接觸網路閱讀的新形式是不可避免的趨勢,然而過去對青少年網路閱讀的研究大多與課程教學做結合或比較紙本與網路閱讀之不同,又或是將這樣的現象納入整個網路使用行為做探討,甚少單獨對青少年網路閱讀做研究。因此本研究欲探究青少年上網閱讀的動機和網路閱讀的行為,包括讀了哪些類型的內容、數量與頻率。 本研究的研究對象為桃園縣公立國中學生,以隨機抽樣的方式挑選學校、班級數量,最終獲得21所33班,982有效樣本。研究方法為問卷調查法與訪談法,研究工具為本研究自行開發之網路閱讀問卷。其中網路閱讀動機向度經因素分析萃取成10個:深度探索、表現、滿足幻想、拓展人際、逃避閱讀、推薦、分享回饋、即時便利、認可、閱讀享受等等,符合多元構念,每個向度的信度皆達.8以上,整體信度為.937,表示具有一致性與穩定性,同時也通過SEM模型的考驗,RMSEA為.064、NNFI值為0.958,表示具有良好契合度與適配性。在網路閱讀類型的部分分為11類:社會科學、自然科學、心情隨筆、文學創作、藝術欣賞、語文學習、影像創作、休閒生活、影視娛樂、體育運動、電腦網路。經過資料分析,獲得的研究發現如下: 一、青少年網路閱讀動機的表現 即時便利性最高,表現和逃避閱讀最低,表示青少年深受網路閱讀特性之即時便利性所吸引;而青少年最不會為了在他人面前或課業上有所表現而上網閱讀,不像教室情境的閱讀,會受到老師、同學的影響而在此向度表現較高,顯示網路閱讀有別於教室情境閱讀,是屬於較自發性、較不受他人影響之閱讀活動。而逃避閱讀是屬於負向動機,表示青少年普遍來說不會排斥網路閱讀,反而是願意上網閱讀。 二、青少年網路閱讀類型廣度的表現 青少年看得最多的類型依序是影視娛樂、心情隨筆與影像創作;看得最少的類型依序是語文學習、社會科學與自然科學。表示青少年上網閱讀的類型偏向多媒體內容,以及以休閒娛樂為主要目的。在網路閱讀廣度的數量上,不會只侷限在少數類型上。 三、不同背景變項在網路閱讀動機上的差異 青少年網路閱讀動機在性別差異上,女生網路閱讀動機高於男生;在年級上,七年級網路閱讀動機高於八、九年級 ;在家庭社經地位上,低家庭社經地位網路閱讀動機低於中、高家庭社經地位,大致與文獻相同。 四、網路閱讀動機與網路閱讀行為有關連性,但缺乏預測力 網路閱讀動機與網路閱讀廣度、主動閱讀頻率、被動閱讀頻率有顯著相關;但是在預測力上,不論廣度或主動、被動頻率,都僅能被解釋少量的變異量。 五、青少年與網路閱讀 對青少年而言,網路閱讀成為一項動態的活動,網路環境也有助於青少年專注於閱讀活動。在網路內容判斷上,青少年普遍缺乏判斷能力,選擇全盤相信網路資訊。青少年上網閱讀的目的仍以休閒娛樂為主,也表現在其閱讀的類型上。而青少年上網閱讀的型態具有一定的自主性,和隨興所至,並沒有先訂定閱讀計畫或目標。 It becomes more and more common for teenager to browse through the websites and search information on the internet. It’s an unavoidable tendency for teenager to meet the new reading style – “internet-reading”, however most of previous researches combine it with the course, compare it with the reading on the paper, or discuss it as a part of using behavior on the internet. It seems that just a little studies investigate teenagers’ reading on internet only, therefore in this research we want to investigate the motivation and behavior of reading on internet, the latter including the type of reading content, reading amount, and frequency of internet-reading of teenagers. The subject of study is national junior high school students in Taoyuan County, and the schools and the number of classes are sampled randomly. After contacting with schools, we finally pick up 982 students from 33 classes in 21 schools. The research methods are questionnaire survey and interview, and the research tool is the Motivation for Online Reading Questionnaire designed by this study. After exploratory factor analysis, there are 10 factors of motivation of internet-reading are extracted: deep exploration, performance, satisfying fancy, expansion of the interpersonal relationships, reading work avoidance, recommendation, sharing feed back, convenience, reading recognition, aesthetic enjoyment of reading, etc. It coincides with the multidimensional constructs and the reliability of each factors are on the above of .8 and the overall reliability is .938. This reflects the consistency and stability. It also passes the test of SEM , and the goodness-of-fit index RMSEA is .064, and NNFI is 0.958. The types of internet-reading are classified into 11 classes: social science, science, diary and feelings, creation of literature, admiration of art, language learning, creation of image, leisure in daily life, film and television entertainment, sport, computer and internet. After analyzing the data, the findings are as follows: 1. The reading motivation on the internet of teenagers The highest score is instant convenience factor, and lowest score is performance and reading work avoidance. It reflects that the teenagers are deeply attracted to the instant convenience of the internet-reading. On the other hand, teenagers do not read on the internet for performing something for others or improving studies. It doesn’t resemble the reading in the classes where students have much higher scores in this factor owing to the effects of teacher or classmates. It shows that the internet-reading is different from the class-reading, and it is active, with spontaneity, and unaffectedness of other people. Reading work avoidance is belongs to the negative motivation, so in general, teenagers do not reject the internet-reading and oppositely they are willing to read on the internet. 2. The reading amount and types of teenagers The most common types for internet-reading are film and television entertainment, diary and feelings, and creation of image in order, and the less common types are language learning, social science, and science in order. It reflects the internet-reading types of teenager are inclined to the multimedia content and the goal of reading is for entertainment. In reading amount, it shows that teenagers don’t read a few types. 3. The variation of different background variables on the motivation for internet-reading The variation of motivation for internet-reading of teenagers on the sex is that girls are higher than boys; on the grade: seventh grade is higher than eighth and ninth grade; on the socioeconomic degree of family: low socioeconomic degree is lower than middle and high socioeconomic degree. It approximately coincides with the literature. 4. Internet-reading motivation is related to the internet-reading behavior, but lacks of predictive ability The motivation for internet-reading is related to the reading amount, active reading frequency, and negative reading frequency. But in the predictive ability, no matter what reading amount, active reading frequency, and negative reading frequency are just explain little total variance. 5. Teenagers and Internet-Reading For teenagers, the internet-reading becomes an active activity, and the environment of internet can help them to focus on reading. On the judgment of content, teenagers lack of judgment, and tend to believe the information on the internet. Amusement is still the main goal of internet-reading for teenagers, and it also shows on reading types of reading. The character of internet-reading for teenagers has spontaneity, following their inclinations, and do not make the reading plan or goal in advance.
    Appears in Collections:[學習與教學研究所 ] 博碩士論文

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