本研究旨在探討網路素養和網路後設認知之關係，以及不同資訊判準對網路素養和網路後設認知間關係之調節效果。透過網路問卷調查的方式，共蒐集有效樣本1298份。問卷首先經由項目分析和信效度分析，以刪除不適當題項，接著進行Pearson積差相關分析、階層迴歸分析、t 檢定以及單因子變異數分析等方法進行統計考驗。研究發現，大學生的網路素養對其網路後設認知有正向影響，加入資訊判準為調節變項後，多重出處判準對網路素養和網路後設認知有正向交互作用，亦即使用多重出處判準程度越高的學生，其網路素養和網路後設認知能力越高。此外，相配判準對網路素養和網路後設認知有干擾性的交互作用，顯示高網路素養的學生，使用相配為判準程度越高，其網路素養和網路後設認知能力反而越低。最後，本研究根據分析結果擬出相關建議，供教師教學與學生學習、教育政策擬定，以及未來相關研究之參考。

This study attempted to examine the relationship between college students’ Internet literacy and Internet metacognition as well as examined whether information commitments (multiple sources, authority, content, technical, elaboration, and match) moderates the relationship between Internet literacy and Internet metacognition. Data were collected from 1,298 college students through the Bulletin Board System of PTT. Reliability and validity of the measurement of this study were examined through reliability estimation and exploratory factor analysis. Data were analyzed by Pearson’s product-moment correlation, hierarchical regression analysis, t-test, and one-way ANOVA. Results of the hierarchical regression analysis indicated that Internet literacy positively influenced Internet metacognition, and information commitments (e.g., multiple sources and match) moderated the relationship between Internet literacy and Internet metacognition. Based on the results, this study drafted several suggestions for teachers and educational administrators to promote college stdents’ Internet metacognition

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