大學生網路醫學知識觀、線上文獻求助行為與學習表現關係之研究

Exploring the Relationships Among University Students’ Internet-Specific Epistemic Beliefs in Medicine, Online Academic Help-Seeking Behaviors, and Their Learning Performance

本研究主要目的在探討大學生關於網路醫學知識觀、線上文獻求助行為與學習 表現（包括學術自我效能與學習成就）的關係。本研究以修讀「藥物化學實驗」課 程之78位藥學系大學生為研究對象，透過課程實施過程蒐集學生學習的相關資料， 並於期末進行期末評量及施測本研究編修之「網路醫學知識觀」、「線上文獻求助 行為」及「學術自我效能」三份量表。研究結果顯示，本研究編修之量表信、效度 良好；研究者進一步利用結構方程模型分析學生之「網路醫學知識觀」、「線上文 獻求助行為」與「學習表現」等變項間的關係，結果發現，「網路醫學知識觀」的 「不確定性」與「學習成就」的「實作成績」有正向關聯，「線上文獻求助行為」 與「學術自我效能」也有正向關聯。

The main purpose of this study was to explore the relationships between students’ internet-specific epistemic beliefs in medicine (ISEM), online academic help seeking (OAHS) and their learning performance including online academic self-efficacy (OASE) and learning achievement. Accordingly, related materials for students’ learning were collected and three instruments, ISEM, OASE and OAHS were adopted for the 78 university students majored in pharmacy who enrolled in the course of “medicinal chemistry experiment”. The results indicated that the scales compiled in this study with good reliability and validity. To a certain degree, students’ “internet-specific epistemic beliefs in medicine” significantly predict both of their “online academic help seeking behavior” and “learning performance”. Furthermore, their “online academic help seeking behavior” then significantly predict their “online academic self-efficacy” and “learning achievement”. This study contributes to a better understanding of the relationships of students’ OASE, OAHS, ISEM and learning performance.