本研究旨在探討國民中小學教師電腦焦慮、電腦自我效能、電腦因應策略及電腦素養之現況，比較教師個人背景因素在四變項的差異情形；並分析腦焦慮、電腦自我效能、電腦因應策略及電腦素養彼此間的相關。
研究對象為台北縣市及高雄縣市國民中小學教師，共有452名教師，女教師318名，男教師134名。採用研究包工具包括「電腦素養量表」、「電腦自我效能量表」、「電腦因應策略量表」與「電腦焦慮量表」。使用統計有述性統計(mean, standard deviation)、t 檢定(t-test)、賀德臨 統計(Hotelling’s )、單因子變異數分析(One-Way ANOVA)、多變量變異數分析(Multivariate Analysis of Variance)、逐步多元迴歸(Stepwise Multiple Regression)、典型相關(correlation)與區別分析(Discriminant Analysis)。
本研究重要發現如下：
一、背景變項方面：女性、年齡較高、學歷較低、就讀文學院、沒有電腦、接觸電腦時間愈少、每週使用電腦時數較少、研習時數較少、學校電腦軟硬體設備較不充裕者，電腦焦慮較高、電腦自我效能較低。
二、不同電腦焦慮、電腦自我效能程度的中小學教師在電腦因應策略、電腦素養上有差異：電腦焦慮程度高者在逃避略得分較高、問題解決與尋求資源、暫時擱置與改變策略得分較低，電腦相關知能及電腦教學信念也較低，而電腦自我效效能恰與電腦焦慮相反。
三、電腦因應策略、電腦素養可以有效區別高低電腦焦慮/高低電腦自我效能二組教師，其區別命中率都有60％以上。
四、中小學教師的電腦焦慮、電腦自我效能電腦因應策略和電腦素養有顯著典型相關。
五、電腦自我效能、問題解決與尋求資源、暫時擱置與改變策略對電腦素養具有預測力
基於上述結論，本研究提出下列幾項建議：
第一、在教師電腦能力方面
（一）以熟悉電腦降低教師電腦焦慮
（二）以成功電腦使用經驗增進教師電腦自我效能
（三）導引教師使用正向的電腦因應策略
（四）提供教師足夠協助，使其有意願也有能力將資訊科技融入教學
（五）配合教師需要，提供教學立即可用之電腦技能研習營
第二、於未來研究建議
（一）擴大研究對象
（二）增加研究變項
（三）改善研究工具
（四）使用質量並重的研究方法

Abstract

The aim of this study is first to present the current situation in computer self-efficacy, computer anxiety, computer coping strategy and computer literacy in elementary and junior high school teachers, then to observe the variance resulting from teachers having different backgrounds, and finally to explore the relationships among the four factors.
The subjects in this study are 452 elementary and junior high school teachers from Taipei city/county and Kaohsiung city/county, including 318 female and 134 male teachers. “Computer literacy scale,” “computer self-efficacy scale,” “computer coping strategy scale,” and “computer anxiety scale” are adopted as methods of analysis in this study. Data analysis are carried out by mean, standard deviation, t-test, Hotelling’s , one-way ANOVA, multivariate analysis of variance, stepwise multiple regression, correlation and discriminant analysis.

The findings can be summarized as follows:
1.In terms of the variables: personal background, factors of gender, age, degree(s) achieved, field of study, availability of computers, frequency and amount of computer use per week, and out-dated computer hardware tend to make subjects experience high computer anxiety and/or low computer self-efficacy. For example, an experienced female teacher with a B.A. degree in history had little contact with computers leading her to become anxious about computer use and poor on computer self-efficacy.
2.As for performance in computer coping strategy and computer literacy; they are related to teachers’ competence in computer self-efficacy and computer anxiety. Teachers with high computer anxiety tend to show frequent avoidance of computer use and poor coping strategies in problem solving, support seeking, and self-adjustment, and a shallow understanding of computers and computer-assisted instruction.
3.The dominance of computer coping strategy and computer literacy over the degree of computer anxiety and computer self-efficacy can be validated with the validity of 60% above.
4.For elementary and junior high school teachers, their computer anxiety, computer self-efficacy, and computer coping strategy are significantly related to their computer literacy.
5.Teachers’ computer self-efficacy, and computer coping strategy in solving problems and seeking support are implications for performance in computer literacy.
Based on the conclusion of this study, some suggestions are made for future study:
In terms of teachers’ computer competence
1.Familiarity with computers can reduce teachers’ computer anxiety
2.Positive experiences in computer use will enhance teachers’ computer self-efficacy
3.Proper guidance given to teachers aids their computer coping strategy
4.Assistance provided builds teachers’ confidence and application ability in computer-based instruction.
5.Requirements of teachers can be satisfied with related computer conferences and workshops.
Regarding future study
1.Scope of subjects can be enlarged.
2.Variables in computer competence and performance can be added.
3.Tools of analysis can be improved.
4.Quantity and quality of the methodology should carry the same weight.

目次 頁次
第一章 緒論
第一節 研究動機與目的…………………………….….……... 1
第二節 研究問題……………………………………….……… 6
第三節 研究範圍與限制………………………………….…… 7
第四節 名詞釋義………………………………………….…… 8

第二章 文獻探討
第一節 電腦焦慮………….……….…………..………...… 11
第二節 電腦自我效能……………….…………………..… 19
第三節 電腦因應策略………………….………………….. 28
第四節 電腦素養…..……………………….………..….…. 31
第五節 電腦焦慮、電腦自我效能、電腦因應策略與電腦素養的關係………….…………………………….. 37

第三章 研究設計與實施
第一節 研究架構……………………………………..……. 40
第二節 研究假設……………………………….………….. 41
第三節 研究對象…………………………………………... 42
第四節 研究工具……………………………………..……. 43
第五節 資料處理與分析…………………………………... 48



第四章 結果與討論
第一節 教師電腦焦慮、電腦自我效能、電腦因應策略及電腦素養之情形…………………………………... 51
第二節 人口變項在電腦焦慮、電腦自我效能、電腦因應策略及電腦素養的素養差異……………………... 61
第三節 中小學教師電腦焦慮、電腦自我效能、電腦因應策略及電腦素養之間的關係……………………... 92

第五章 結論與建議
第一節 主要研究發現……………………………………... 104
第二節 結論………………………………………………... 108
第三節 建議……………………………………….……….. 110

參考文獻
壹、 中文部份………………………………………………… 117
貳、 英文部份…………………………………………………. 121

附錄
附錄A 研究問卷…………………………………………... 129
附錄B 電腦教學信念分量表之編製……………………... 133
附錄C 電腦因應策略量表之編製………………………... 139
附錄D 研究所需問卷承蒙學者專家……………………... 147

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