COVID-19疫情期間大學生資訊素養、學習態度與自我導向學習之階層線性模式分析

Hierarchical Linear Modeling Analysis on Information Literacy, Learning Attitude and Self-Directed Learning of Undergraduate Students During the COVID-19 Pandemic

本研究旨在探討COVID-19疫情期間大學生資訊素養、學習態度與自我導向學習的關係。研究方法採問卷調查，研究工具為自編結構式問卷，研究樣本包括247位大學生。研究結果如下：一、大學生資訊素養中的資料處理、文書處理和資訊倫理對學習態度具有顯著的正向直接效果；二、大學生學習態度對自我導向學習具有顯著的正向直接效果；三、大學生資訊素養中的資料處理和資訊倫理對自我導向學習具有顯著的正向直接效果；四、大學生之學院別在學習態度與自我導向學習、資訊素養與自我導向學習具有部分調節效果；五、大學生於疫情期間居住地別在學習態度與自我導向學習具有部分調節效果；六、整體而言，大學生增進資訊素養，有益於提升學習態度及促進自我導向學習成效。

This study aims to investigate the relationship on information literacy, learning attitude and self-directed learning of undergraduate students during the COVID-19 pandemic, and analyze by hierarchical linear modeling. The method is questionnaire survey. The tool is self-compiled structured questionnaire. The sample in this study comprised 247 undergraduate students. The results of the study are as follows: 1. Data processing, document processing and information ethics in information literacy of undergraduate students, there are significant positive and fixed effects on learning attitude; 2. The learning attitude of undergraduate students, there is a significant positive and fixed effect on self-directed learning; 3. Data processing and information ethics in information literacy of undergraduate students, there are significant positive and fixed effects on self-directed learning; 4. The different colleges of undergraduate students, there are partial moderation learning attitude versus self-directed learning and information literacy versus self-directed learning; 5. The different dwelling places during pandemic of undergraduate students, there is partial moderation on learning attitude versus self-directed learning; 6. Overall, the improvement of information literacy of undergraduate students is beneficial to improve the learning attitude and promote the effectiveness of self-directed learning.