當企業紛紛投入知識管理領域的同時，知識分享的程度是知識管理成敗的關鍵議題。然而，所謂「知易行難」，雖然大家都懂得必須要知識分享，才能真正地學得知識，但如何讓知識分享真正達到「力行」的階段便是一個重要課題。本計劃針對虛擬社群在知識分享過程中，探討個人對於知識分享的認知與行為間的差距及關係，以瞭解個人為什麼不願意從事知識分享的行為。
本研究根據計劃行為理論及行動控制理論來建構研究架構。依據計劃行為理論之觀點，個人對於知識分享的主觀規範（subjective norm）、態度的認知（attitude）與自我效能（self-efficacy）的判斷會影響他們分享知識的意圖（intention），並進而影響他們會不會有知識分享的行為。而從行動控制理論的觀點來看，個人在行動控制上兩種不同傾向─行動導向和狀態導向─會影響個人能否確保知識分享意圖的執行、投入多少心力（effort）在知識分享的任務上，以及當面對困難及挫折時能夠堅持的程度，也就是將影響產生知識分享的行為。
本研究根據上述二理論提出一研究模式，並透過所選擇的研究對象─思摩特網（http://sctnet.edu.tw/index.htm）發放網路問卷填答，來蒐集資料並驗證此模式。研究結果有助於社群成員們瞭解到該如何著手力行知識分享。此外，本研究的發現亦可提供虛擬社群的經營者一個參考，幫助其塑造來啟動成員主動知識分享的良性循環的環境。

關鍵詞：知識分享、計劃行為理論、行動導向、狀態導向

Knowledge has been recognized as one of the most important valuable resources for organizational competitiveness in our information society. Consequently, many organizations are implementing knowledge management systems. Yet, as the old saying “actions speak louder than words” suggest, they are finding out that the actual level of knowledge sharing has lacked behind the espoused excitement.
In this study, we attempt to investigate the psychological mechanisms that underlie people’s inaction in knowledge sharing knowledge even though they understand the benefit. Specifically, we focus on the relationship between individual’s cognition and behavior of knowledge sharing in a virtual community. The site that we choose for observation is SCTNet (http://sctnet.edu.tw/index.htm), which is a website designed for sharing knowledge by teachers of primary and middle-high schools. It allows them to upload/download files and to provide electronic forums for sharing their innovations. This study applies the Theory of Planned Behavior and the Action Control Theory to examine factors that may influence individual’s intention and behavior of knowledge sharing in a virtual community. The results are useful to understand the dynamics of knowledge sharing in virtual community and provide insights for mangers of knowledge management systems.

Keywords：Knowledge Management, Theory of Planned Behavior, Action Control Theory

第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 2
第三節 研究問題 2
第四節 研究流程 3
第五節 論文架構 4
第二章 文獻探討 5
第一節 知識分享 5
第二節 計劃行為理論 11
第三節 行動控制理論 18
第三章 研究架構、假說與設計 30
第一節 研究架構 30
第二節 研究假說 31
第三節 研究變數之操作型定義 31
第四節 研究對象 33
第五節 問卷設計與變數衡量 36
第六節 問卷前測（PRETEST）與試測（PILOT TEST） 40
第七節 資料處理與分析 44
第四章 資料分析與討論 47
第一節 效度與信度 47
第二節 樣本基本資料描述與分析 50
第三節 研究構念之現況─工作坊成員 53
第四節 研究架構分析與假說檢定─工作坊成員 57
第五節 研究構念之現況─非工作坊成員 66
第六節 研究架構分析與假說檢定─非工作坊成員 68
第五章 結論與建議 77
第一節 研究發現 77
第二節 研究貢獻 81
第三節 研究限制與後續研究 83
參考文獻 86
英文部分 86
中文部分 92
附錄一 研究問卷 94

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中文部分
1. 何宜蓁（民89）。中等學校教師知識分享模式之研究─TAM觀點，南華大學資訊管理研究所碩士論文。
2. 吳文雄（民88）。在電腦技能訓練中學習者自律之研究─社會認知理論的應用，國立中山大學資訊管理研究所博士論文。
3. 吳有順（民89）。網路社群知識分享過程之研究—以企業管理教學網站為例，國立政治大學企業管理研究所碩士論文。
4. 思摩特SCTNet，http://sctnet.edu.tw/index.htm。
5. 關於思摩特，http://sctnet.edu.tw/about.htm。
6. 胡瑋珊譯，戴文坡&普賽克著（民88）。知識管理－Working Knowledge，中國生產力中心出版。
7. 夏侯欣鵬（民89）。權力與信任對組織內知識分享意願影響之研究─以銀行放款部門主管為例，國立政治大學企業管理研究所博士論文。
8. 張玉文（民89）。知識管理的重要角色─CKO（知識長），遠見雜誌，三月，知識管理別冊。
9. 許孟祥（民87）。以意向模式研究資訊人員之專業倫理行為，國立中山大學資訊管理研究所博士論文。
10. 許孟祥、林東清（民86）。倫理決策與電腦使用之意圖模式，第二屆資訊科技與社會轉型研討會論文集，頁1-25。
11. 陳麗芬（民84）。行動控制觀點的自我調整學習及其相關研究，國立政治大學教育研究所碩士論文。
12. 程炳林（民89）。行動或狀態導向、目標層次、工作複雜度對國中生行動控制策略與工作表現之影響，教育心理學報，31卷，2期，頁85-104。
13. 程炳林、林清山（民87）。行動導向量表編製報告，中國測驗年會測驗年刊，45輯，1期，頁65-81。
14. 劉佩雲（民87）。兒童自我調整學習之研究，國立政治大學教育研究所博士論文。
15. 黎士群（民88）。組織公平、信任與知識分享行為之關係性研究─以Unix系統管理人員為例，銘傳大學管理科學研究所碩士論文。