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|Title: ||以場地實驗探討個人特質、學習動機、自我調整學習策略、多工與學業成就的關係：兼論大學課堂多工行為;A Field Experiment on the Relationship between Personality Traits, Learning Motivation, Srl, Multitasking and Learning Achievement: Exploring the Multitasking in College Classrooms|
|Keywords: ||個人特質;學習動機;自我調整學習策略;多工;多重/單一任務傾向;personality traits;learning motivation;self-regulated learning strategies;multitasking;polychronic/monochronic tendency|
|Issue Date: ||2020-12-09 10:44:25 (UTC+8)|
|Abstract: ||近年來科技與資訊技術發展快速，帶動企業經營全球化，企業全球化競爭造成工作環境的急遽變化，可預見當代青年未來職涯發展的高不確定性。台灣近年來偏高的大學錄取率，使得大學畢業生失業率問題更顯嚴重。主計總處報告(民108)指出，108年 11月國內失業率以教育程度分析，大學及以上畢業生失業率是所有教育族群中最高，顯示學歷貶值現象的嚴重性。當代大學生屬數位原生代，多數擅長上網且習於虛擬社群互動。而3C科技日新月異與便捷網路，被大量使用於學習、社交與日常生活中，課堂多工情形亦有增加趨勢。本計畫為2年期研究，第一年擬以問卷法調查國內大學校院學生課堂多工情形；(2)第二年擬以某門商管教育課程為研究場域，進行場地實驗以檢驗受試者之人格特質、學習動機、自我調整學習策略、多工與學業成就間關係等6個假說，及探討受試者對實務案例討論學習情境與分組方式的態度與成效。本計畫之研究目的如下：1.了解當代大學校院學生課堂多工與背後動機、及學生對自己與同儕課堂多工的態度。2.了解受試者學習動機與使用自我調整學習策略情形。3.探討受試者個人因素(以大五人格特質與多重/單一任務傾向為指標)、學習動機、自我調整學習策略、多工與學業成就的關係。4.探討受試者對實務案例討論學習情境與實務個案討論分組方式的態度與成效。 ;The advances and innovation of communication and computer technology (ICT) intensifies global business competition and changes many facets of jobs. The powerful new technology brings apparent benefits such as increasing productivity and improving lives. In addition, it also changes the nature of jobs and the types of jobs dramatically. As a result, in this technology-driven era, contemporary college students face tremendous challenges once they graduate from school and begin their career. In Taiwan, the unemployment rates of college and beyond graduates is higher than average and this scenario persist for years (Directorate-General of Budget, Accounting and Statistics, Executive Yuan, R.O.C., 108). This “high educated unemployed” among young people brings to public attention. Therefore, it is a big challenge and a critical mission to enhance college students’ competitiveness in the global workforce competition. On the other hand, most of the contemporary university students are born in late-1990s to early-2000s. They are called Generation Z, or Gen Z for short, and is the demographic cohort. Members of Generation Z have used digital technology since at young age and are comfortable with the Internet and social media. The impacts of Internet and other 3C products on many aspects of human life are obvious and significant. However, the negative impacts of Internet/3C addiction and multitasking among college students are popular phenomena on college campus. The aims of this 2-year study are to (1) investigate students' in-class multitasking behaviors and their attitude toward their own and their classmates' in-class multitasking behaviors; and (2) conduct a semester-long field experiment on a 3-credit business course at a northern university in Taiwan. A total of six hypotheses derived from the research model will be tested by data collected from questionnaire. Around 70 subjects with a roughly even distribution in gender will participate in this study. This study includes four research goals: 1. To understand contemporary college students’ classroom multitasking behaviors, their attitude toward their own and their classmates’ in-class multitasking behaviors, and the motivation underlying the multitasking behaviors. 2. To understand participants' learning motivation and their usage of self-regulated learning (SRL) strategies. 3. To explore the relationship between subjects’ personal factors (using big 5 personality traits and polychronic/monochronic tendency as indicators), learning motivation, SRL strategies, multitasking, and academic achievement. 4. To study subjects’ attitude and outcomes toward case-based learning environment and the group- or individual-based case-based study environments. Academic and practical implications of the study will be provided based on data analysis results and findings.|
|Appears in Collections:||[資訊管理學系] 研究計畫|
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