本研究主要探討在網路合作學習環境中，團體動機信念（團體效能與團體任務價值）、團體學習行為（網路團體調制學習歷程、網路團體障礙策略、網路團體障礙之瀏覽行為與網路團體障礙之討論行為）對團體表現之影響。共計102位高職部一年級學生參與本研究，並使用「線上合作討論系統」進行有關智慧財產權之線上討論與團體作業。本研究之研究方法採質化與量化並行之方式，在質化的部分採內容分析法，以瞭解學生網路團體障礙之瀏覽行為與網路團體障礙之討論行為；量化部份則採用問卷調查法，以了解學生之團體效能、團體任務價值、團體調制學習歷程及團體障礙策略與行為。
本研究結果顯示，在網路合作學習環境中： (1) 團體效能對團體調制學習歷程無顯著的預測力。(2) 團體任務價值對團體調制學習歷程有顯著的正向預測力。(3) 團體效能對團體障礙策略與網路團體障礙之瀏覽時間有顯著的正向預測力，但對網路團體障礙之瀏覽次數與團體障礙之討論行為無顯著預測力。(4) 團體任務價值對團體障礙策略有顯著的負向預測力，但對團體障礙之討論行為與網路團體障礙之瀏覽行為無顯著預測力。(5) 團體效能對團體表現有顯著的負向預測力。(6) 團體任務價值對團體表現有顯著的正向預測力。 (7) 團體調制學習歷程與團體障礙策略呈負相關之關係；團體調制學習歷程對團體障礙之討論行為與網路團體障礙之瀏覽次數則無顯著關聯；團體調制學習歷程對網路團體障礙之瀏覽時間呈正相關之關係。 (8) 團體調制學習歷程對團體表現無顯著預測力。 (9) 團體障礙策略、團體障礙之討論行為對團體表現皆無顯著預測力；而網路團體障礙之瀏覽次數對團體表現具有正向預測力，網路團體障礙之瀏覽時間對團體表現則具有負向預測力。本研究依據研究結果進行討論，並針對教師教學、網路合作學習平台之系統設計及未來後續研究提出相關建議。

This study investigated the role of group motivational beliefs (i.e. collective-efficacy and collective task-value) in learning behavior (i.e. online group-handicapping strategy and applied online group-handicapping behavior) and academic achievement in the web-based learning environment. There were 102 students enrolled in the course of Civics and Society Resource from a senior high school. The content analysis was used to analyze students’ online self-handicapping behaviors, while some quantitative methods were used to analyze the reliability of the questionnaires for students’ collective-efficacy, collective task-value, co-regulation, online group-handicapping strategy, and their predictive capabilities on group academic achievement.
The result showed that students’ collective-efficacy did not significantly predict co-regulation process, but students’ collective task-value did. In addition, collective-efficacy also showed to positively predict group-handicapping strategies and groups’ time of online handicapping behaviors, while collective task-value negatively predicted group-handicapping strategies, but did not significantly predict online group-handicapping behaviors. Moreover, collective task-value positively predicted group academic achievement, but collective-efficacy negatively predicted group academic achievement. Besides, groups’ co-regulation process strongly related to group-handicapping strategy and groups’ time of online handicapping behavior. Furthermore, either co-regulation learning process or online group-handicapping strategy did not predict group academic achievement, but groups’ time of online handicapping behavior negatively predicted group academic achievement. Finally, implications and suggestions for teaching and future research were provided.

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巫博瀚(民 94)。以結構方程模式檢驗自我調整學習對國中生學習成就之影響。未出版之碩士論文，國立台灣科技大學，台北。
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徐振邦、梁文蓁、吳曉青、陳儒晰(譯)(2006)。最新教育研究法。新北市:韋伯文化國際。

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