線上閱讀素養構念之性別恆等性分析   免費試閱

Online Reading Literacy and Measurement Invariance for Male and Female Students

本研究旨在建立國中學生的線上閱讀素養構念模式，並在不同性別進行驗證以求得模式恆等性，同時描述國中男、女學生的線上閱讀素養表現特徵差異。研究中將線上閱讀素養構念操作性界定為兼含線上閱讀策略覺察、閱讀投入和紙本閱讀三個要素的線上閱讀理解運作。常模樣本取自臺南市601位七年級學生，以Rasch多元計分IRT模式進行各量化指標的估計，並使用結構方程模式檢驗線上閱讀素養構念模式與實徵資料的適配度，再以多群組分析檢驗性別恆等性，同時以獨立樣本單因子多變量變異數分析，檢定男、女學生的線上閱讀素養表現特徵差異。研究結果顯示，模式與實徵資料的適配良好，男、女學生具有相同的線上閱讀素養構念元素。就線上閱讀素養而言，性別差異的現象依然存在。本研究依據實證資料之分析結果提出實務上的改進方向。

The purpose of this study was to examine gender invariance in online reading literacy and to describe the gender difference in online reading literacy performance. The construct of online reading literacy was operationalized as online reading comprehension involving metacognitive awareness of an online reading strategy, reading engagement, and print reading. A total of 601 second-graders from a junior high school in Tainan City, Taiwan, participated in this study. This study adopted the Rasch polytomous item response theory model to calibrate the scale scores. Structural equation modeling muti group analysis was also employed to examine the construct model fit and the gender construct-invariance. An independent-sample one-way multivariate analysis of variance was employed to examine the gender effects. The results indicated that the construct model fits the empirical data and supports the gender constructinvariance hypothesis. The gender effect also exists in the online reading environment.