本研究主要探討網路學習情境中，全面／序列認知風格對自我效能、線上搜尋行為、線上閱讀行為及學習表現之影響。研究對象為53位職業學校建築科學生。研究中採用量表瞭解受試者之全面/序列認知風格、自我效能及線上搜尋行為，並輔以眼球追蹤儀觀察線上閱讀行為，進一步搭配行為序列分析檢測全面/序列認知風格的閱讀路徑。
本研究結果顯示：(1)全面／序列在自我效能、線上搜尋行為、選擇性閱讀行為及學習表現皆有顯著差異，而在詳細性閱讀則無顯著差異。(2)全面型認知風格者展現出非線性閱讀模式；反之，序列型者則呈現出線性閱讀模式。(3)自我效能對線上搜尋行為、選擇性閱讀及學習表現有顯著預測力，對詳細性閱讀則無顯著預測力。(4)線上搜尋行為及選擇性閱讀對學習表現有顯著預測力，而詳細性閱讀對學習表現則無顯著預測力。最後，本研究根據研究結果進行討論，並針對教學與後續研究提出相關建議。

The purpose of this study is to investigate the roles of global/ sequential cognitive styles in self-efficacy, online searching behavior, online reading behavior, and academic performance. There were 53 vocational students participated in this study. Questionnaires were used to investigate students’ global/ sequential cognitive styles, self-efficacy, and online searching behavior, while eye tracking was utilized to investigate students’ online reading behavior. In addition, the online reading patterns were analyzed using sequential analysis.
The results indicated that (1) there were significant differences in self-efficacy, online searching behavior, selective reading behavior, and academic performance between students with global and sequential cognitive styles. However, there was no statistical difference in detailed reading behavior between these two styles. (2) Students with global cognitive style showed the non-linear reading pattern, while those with sequential cognitive style showed the linear reading pattern. (3) Self-efficacy significantly predicted students’ online searching behavior, selective reading behavior and academic performance, but it did not predict their detailed reading behavior. (4) Online searching behavior and selective reading behavior significantly predicted students’ academic performance, while detailed reading behavior did not predict their academic performance. Finally, the implications and suggestions for teaching as well as future research were provided.

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