本研究旨在探討台灣科學主修博士生在網路上搜尋文獻時，其知識觀點所扮演的角色與線上文獻搜尋與求助行為間的關係。研究工具以科學知識觀點、網路知識觀點、線上文獻搜尋行為、線上文獻求助行為問卷為架構，共調查台灣420位科學主修（物理123位、化學144位、生物153位）的博士生在線上文獻搜尋的環境中，其知識觀點對於其搜尋評判標準與策略以及求助行為有何影響。研究結果發現，經由探索性因素分析的結果顯示，本研究採用的問卷具有充分的可靠性可施測於台灣科學主修博士生。透過路徑分析的結果發現，台灣科學主修博士生之線上文獻搜尋行為中「多重來源」、「內容」、「清晰度」、「整合」以及「吻合」可以是其科學知識觀點與線上文獻求助行為的中介變數，如「發展性」的科學知識觀點可以藉由其評判標準中「整合」進而預測台灣科學主修博士生求助行為的「進階的搜尋」項度；而「多重來源」、「內容」以及「整合」則可以為網路知識觀點與線上文獻求助行為間的中介變數，例如「網路知識的驗證性」可以藉由其評判標準中的「整合」預測台灣科學主修博士生求助行為的「額外的努力」。在三群博士生的路徑分析的異同性發現，台灣科學主修博士生的科學知識觀點中「驗證性」以及網路知識觀點中「網路知識的驗證性」為主要影響的因子。最後進行分析三群博士生之間的差異，結果顯示，在其「確定性」的科學知識觀點分數中，生物相關背景的博士生顯著高於物理、化學相關背景的博士生；而在線上文獻求助行為中，物理相關背景的博士生在「面對面的社會互動」分數顯著高於化學相關背景的博士生；生物相關背景的博士生生則在「線上的社群網路」分數顯著高於物理相關背景的博士生。

This study aims to examine the relationships among Taiwanese science-majored doctoral students’ epistemic beliefs, online academic information search behaviors (OAISB) and online academic information help seeking (OAIHS) when searching online academic information. Four instruments, Scientific epistemic beliefs (SEB), Internet-specific epistemic beliefs (ISEB),Online academic information search behavior and Online academic information help seeking questionnaire, were used to survey 420 science-majored doctoral students (123 Physics, 144 Chemistry, 153 Biology) in Taiwan. The results showed that, according to exploratory factor analysis, there were adequate reliabilities in all questionnaires. Through the path analysis, “Multiple Sources,” “Content,” “Clarity,” “Integration”and “Match” of the OAISB were as the mediators between the SEB and the OAIHS. For example, students’ “Development” of the SEB could predict their “Advanced Search” of the OAIHS through the“Integration” of the OAISB. Besides, three variables, “Multiple Sources,” “Content” and “Integration” of the OAISB were as mediators between the ISEB and OAIHS. Such as students’ “Justification” for Internet-specific epistemic beliefs could predict their “Extra Effort” of the OAIHS through the “Integration” of the OAISB. It was also found the differences and similarities of the path analysis, “Justification” of the SEB and “Justification for Internet-based knowing” of the ISEB were the main factors of influence. The results also showed that the scores of Biology doctoral students is significantly higher than both Physics and Chemistry doctoral students in “Development” beliefs of the SEB. And the scores of Physics doctoral students is significantly higher than those of Chemistry doctoral students in “Social Network face-to-face” of the OAIHS. On the other hand, the scores of Biology doctoral students in “Online Social Network” of the OAIHS is significantly higher than those of Physics doctoral students.

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