本研究旨在瞭解台灣大學生的網路學術不誠實行為及其原因，並探討成就目標、網路後設認知與其之關係。透過訪談、專家效度確認以及預試後，發展出符合台灣國情的網路學術不誠實量表。透過網路問卷調查方式，共蒐集有效樣本1609份。研究結果顯示，剽竊、低思考行為、欺騙以及不當資訊交流四類為台灣大學生可能進行的網路學術不誠實行為，以及作業因素、知識因素、社交因素、網路因素以及教師因素五類是學生可能進行上述行為之原因。其中，剽竊為台灣大學生最常進行的網路學術不誠實行為，而造成此行為最主要的原因即為網路知識的缺乏。本研究亦發現，網路學術不誠實行為與大學生的成就目標及網路後設認知能力有關：個人與教室成就目標皆能影響大學生之網路學術不誠實行為，以個人成就目標的影響力較大，其中持表現逃避目標者進行網路學術不誠實行為的頻率最高；網路後設認知能力對於網路學術不誠實行為有顯著影響，網路後設認知能力愈高之大學生，其進行網路學術不誠實行為的頻率愈低。背景 變項與網路學術不誠實行為間之關係亦被發現：男大生比女大生多；私立技職院校的情形比公立一般大學嚴重；一二年級比研究生更容易進行；上網時數越多的大學生，越有可能進行；相較於人社學院，資訊、理工、醫護學院的大學生有較多的網路學術不誠實行為。最後，本研究根據分析結果擬出相關建議，供教師輔導學生、教育相關單位推動大學生網路學術倫理議題，以及未來相關研究之參考。

The purpose of the study was to investigate the extent of involvement of Taiwan’s college students in Internet-Triggered Academic Dishonesty (shorted in ITAD) practices, and to question the conditions that lead to ITAD. Data were collected from 1,609 students through Bulletin Board System of PTT. After the reliability and validity conditions were met, two exploratory factor analyses were conducted: one presented the TYPES OF ITAD: plagiarism, low in critical thinking, fraudulence, and unethical information exchange, and the other presented the REASONS OF ITAD: assignment factor, social factor, Internet factor, knowledge factor, and teacher factor. Results indicated that students who hold a mastery app roach goal and high in Internet metacognition conduct less ITAD behavior. There was also a complex interrelationship between ITAD and gender, type of educational institutes, maturity of students, frequency of internet usage, and college type. Results showed that males were prone to conduct more ITAD behavior compared with females. Students in public universities were less likely to conduct ITAD behavior than those in private vocational universities. Freshman and sophomore undergraduates were more likely to err than graduate students. The more time students spent on the Internet, the more possible they fell into the trap of ITAD. Significant differences in ITAD were also observed among colleges investigated. These results provided practitioners and policymakers with some suggestions to enhance college students’ academic integrity.

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