採2009 PISA資料，探索社交性與訊息搜尋性線上閱讀活動對紙本文本與電子文本閱讀素養的影響：以學習策略為中介

Abstract

隨著科技與網路的普及，學生的閱讀型態改變，電子文本的閱讀幾乎成了學生生活的一部份。因此，學生的電子文本閱讀素養也越來越受到重視。為了更進一步了解影響學生紙本與電子文本閱讀素養之因素，本研究提出一中介模型，探究學生對後設認知策略有效性的覺察、自陳學習策略的使用情形以及導航技巧，是否中介其在訊息搜尋性與社交性的線上閱讀活動投入程度與紙本和電子文本閱讀素養間的關係。此外，中介變相間的淨相關也納入分析，冀對本研究之研究問題提供更多訊息。 本研究之樣本來自2009年的國際學生評量計畫 (Programme for International Student Assessment ,PISA) 所建立之跨國大型資料庫，選取參與電子文本施測的19個國家或地區(韓國、日本、澳洲、香港、紐西蘭、澳門、愛爾蘭、冰島、瑞典、挪威、比利時、丹麥、法國、西班牙、波蘭、匈牙利、奧地利、智利與哥倫比亞) ，15歲的學生樣本共34104位，其中女生有17087位，男生則為17017位。 研究結果顯示，透過學生對後設認知策略有效性的覺察和學生的導航技巧，訊息搜尋性的線上閱讀活動對學生的紙本與電子文本有正向影響;反之，社交性線上閱讀活動的影響為負向或沒有影響。至於學生自陳之學習策略使用情形，在模型中則扮演抑制變項的角色，若將它納入模型中，則可增加整體模型的解釋變異量，且可促進後設認知有效性的覺察對兩種閱讀素養的影響。換言之，教師與家長應鼓勵學生多透入於訊息搜尋性的線上閱讀活動，並引導其彈性運用學生的後設認知策略、學習策略，以及導航策略，以進一步促進其在紙本與電子文本上的閱讀表現。

With the prevalence of Information and Communications Technologies (ICT) and Internet, electronic reading media have become an important reading resource and students’ electronic reading literacy have received more and more emphasis. In this study, a mediation model was proposed to investigate the effects of information-seeking and social online reading engagement on printed and electronic reading literacies, via students’ perceived usefulness of metacognitive strategies, self-report learning strategies use and navigation skills. Moreover, the partial correlations among mediators were also discussed. In order to verify the mediation model, The Programme for International Student Assessment (PISA) 2009 data was used and the samples were 34104 fifteen years old students from 19 countries and areas (17087 females and 17017 males from Korea, Japan, Australia, Hong Kong-China, New Zealand, Macao-China, Ireland, Iceland, Sweden, Norway, Belgium, Denmark, France, Spain, Poland, Hungary, Austria, Chile, and Colombia). The results showed that, through perceived usefulness of metacognitive strategies and navigation skills, the information-seeking reading engagement had positive effects on students’ printed and electronic literacies, whereas the social reading engagement had negative or weak effects on outcomes. As for students’ self-report learning strategies use, it played a role as a suppressor. It could enhance the overall multiple r^2 of outcomes and increased the effect of students’ metacognitive strategies on printed and electronic reading literacies with its inclusion in the model. In sum, this study concluded that students’ information-seeking engagement, metacognitive strategies, learning strategies and navigation skills use were helpful for students’ printed and electronic reading literacies. Students’ should be encouraged to engaged in information-seeking reading activities, and teachers should teach and guide students to use cognitive and metacognitive reading strategies in educational settings.