本研究主要探討網路學習環境中，個體認知風格、動機信念(自我效能及控制信念)對搜尋行為(深入潛進、表面搜尋)、後設認知策略與搜尋表現(即學習表現)之影響。共有335位高中生參與，有效樣本為225人。本研究採用質與量的研究方法。在質化方面，採內容分析法，共分析1887個網頁，以瞭解學生表現；在量化方面，使用問卷調查法，瞭解學生之序列/全面認知風格、自我效能、控制信念、搜尋行為，以及後設認知策略，並探測各變項間之影響。
本研究結果顯示，在網路學習環境中，(1)全面型認知風格者與網路環境相適配，對自我效能與內部控制信念有顯著預測力；而序列型者則對內部控制信念有顯著負向預測力。(2)全面認知風格者與網路環境相適配，對深入潛進、表面搜尋與後設認知策略有顯著預測力；而序列型者對深入潛進與後設認知策略有顯著預測力，對表面搜尋則呈現負向預測力。(3)自我效能及內部控制信念皆對深入潛進、表面搜尋與後設認知策略有顯著預測力，而外部控制信念則對表面搜尋具有預測力。(4)自我效能及內部控制信念皆對搜尋表現具有顯著預測力，但外部控制信念則對搜尋表現無預測力。(5)深入潛進與後設認知策略對搜尋表現具有顯著預測力；而表面搜尋對搜尋表現不具預測力。(6)深入潛進與後設認知策略亦具有顯著正相關。最後，本研究根據研究結果進行討論，並提出對教師教學輔導、系統設計者與後續研究之相關建議。

The purpose of this study was to investigate the roles of cognitive style and motivational beliefs (i.e. self-efficacy and locus of control) in searching behaviors (i.e. deep diving/ fast surfing), metacognitive strategies and performance in the web-based learning environment. There were 335 senior high school students participated in this study. Both quantitative and qualitative methods were applied for data analysis. The content analysis was applied to analyze 1887 students’ searching web pages for the quality of their performance. Some quantitative methods were used to analyze the reliability of the questionnaires for students’ sequential/global cognitive style, self-efficacy, locus of control, searching behaviors, metacognitive strategies, and the relationship among these variables.
The result showed that in web-based learning environment (1) students’ global cognitive style adapting to the web-based learning environment significantly predicted their self-efficacy and internal locus of control. On the other hand, students’ sequential cognitive style negatively significantly predicted their internal locus of control. (2) Students’ global cognitive style adapting to the web-based learning environment significantly predicted their deep diving, fast surfing and metacognitive strategies. On the other hand, students’ sequential cognitive style positively predicted their deep diving, metacognitive strategies and negatively predicted their fast surfing behavior. (3) Students’ self-efficacy and internal locus of control significantly predicted their deep diving, fast surfing and metacognitive strategies, while students’ external locus of control only predicted their fast surfing behaviors. (4) Students’ self-efficacy and internal locus of control significantly predicted their performance, but their external locus of control did not predict their performance. (5) Students’ deep diving and metacognitive strategies, significantly predicted their performance, but their fast surfing did not predict their performance. (6) Students’ deep diving was significantly related to their metacognitive strategies. Finally, implications and suggestions for teaching and future research were provided.

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