企業面臨全球經濟環境快速地變化，需要不斷地提昇其競爭優勢，才能永續經營，以規劃完善的教育訓練達成留才與育才的目的，已成為企業經營策略必備項目。本研究以金融產業中的證券從業人員為研究對象，目前在臺灣的金融產業大多已引進網路學習的教育訓練模式，但許多企業引進網路學習後仍遇到許多阻礙，例如：員工接受度不高、缺乏相關網路學習的能力、受限於企業的e化程度等；然而，員工接受度不高是企業推動網路學習所面臨首要的問題。證券從業人員需要面對高壓力及不斷提昇專業知識的工作環境，因此持續學習對於維持專業服務品質是非常重要的。
透過網路學習可以協助學習者將金融領域的專業知識及客戶服務的經驗連結，讓學習更具有意義，進而培養從業人員之專業知識的問題解決能力。過去的研究顯示，堅毅度及網路自我效能可能影響學習者在面對壓力時，能持續進行網路學習的重要因素。證券從業人員在忙碌及高壓的工作環境下，堅毅度及網路自我效能可能是影響對學習行為的重要因素。然而，過去並沒有研究以金融產業或證券從業人員為對象來討論在這方面的議題，尤其在網路學習的環境。因此，本研究針對來自證券產業的從業人員，蒐集575份問卷，以探討堅毅度及網路自我效能對證券從業人員網路學習態度之影響。研究結果發現，證券從業人員的網路自我效能對網路學習態度有正向顯著影響；網路自我效能不僅直接對網路學習態度影響，也是網路學習態度專業發展重要因素。由研究結果更進一步發現，高低堅毅度證券從業人員的網路自我效能與網路學習態度有不同的表現；同時，二者在網路自我效能對網路學習態度的影響關係亦有所不同。本研究發現，可作為未來研究改進證券從業人員之網路學習、培訓模式及系統設計的參考。

In the financial industry in Taiwan, most companies have introduced the training mode of web-based continuing learning, but while promoting, it comes into lots of problems such as low employee acceptance, employee lacking of e-learning abilities and the limitation of electronic facilities in the company. However, employees having low acceptance of web-based learning are the primary problem. In order to maintain the quality of professional services, to keep learning is very important for securities practitioners because of facing highly-pressure-working environment and needing to keep improving professional knowledge.
Learning through Web-based learning can help learners to link their professional knowledge of financial field and the experiences of customer services which will to make learning more meaningful. Furthermore, it can make learners to develop their problem-resolving abilities of professional knowledge. Previous researches indicates that hardiness and internet self-efficacy may be the important factors to effect learners to keep learning online. In the past, there was no research discussing issues in the financial industry, especially for securities practitioners in online learning. Therefore, this study collected 575 participants from the securities industry to explore the impact of hardiness and internet self-efficacy on securities practitioners' web-based learning attitude. The findings indicate that securities practitioners’ internet self-efficacy has its positive influence on attitudes towards web-based continuing learning. Also, internet self-efficacy not only directly influence their attitudes towards web-based learning, but also play an important role for the professional development in web-based learning. According to the further study, we find that there are different internet self-efficacy and web-based learning attitude between securities practitioners with different hardiness. At the same time, there are different impact relations betweem internet self-efficacy and web-based learning attitude on securities practitioners of different hardiness. In this study, we provide references for researchers and enterprises on improving the web-based learning performance, training modes and system designs for securities practitioners in the future.

Abdollahi, A., Carlbring, P., Vaez, E., & Ghahfarokhi, S. A. (2018). Perfectionism and test anxiety among high-school students: The moderating role of academic hardiness. Current Psychology, 37(3), 632-639.
Ajzen, I., & Fishbein, M. (1980). Understanding Attitudes and Predicting Social Behaviour. Englewood Cliffs, NJ: Prentice Hall
Anderson, J., & Gerbing, D. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological bulletin, 103(3), 411-423.
Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ. Prentice Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company.
Bartone, P. T., Roland, R. R., Picano, J. J., & Williams, T. J. (2008). Psychological hardiness predicts success in US Army Special Forces candidates. International Journal of Selection and Assessment, 16(1), 78-81.
Benishek, L. A., & Lopez, F. G. (2001). Development and initial validation of a measure of academic hardiness. Journal of Career Assessment, 9(4), 333-352.
Benishek, L. A., Feldman, J. M., Shipon, R. W., Mecham, S. D., & Lopez, F. G. (2005). Development and evaluation of the revised academic hardiness scale. Journal of Career Assessment, 13(1), 59-76.
Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological bulletin, 88(3), 588-606.
Brumini, G., Špalj, S., Mavrinac, M., Biočina‐Lukenda, D., Strujić, M., & Brumini, M. (2014). Attitudes towards e‐learning amongst dental students at the universities in Croatia. European Journal of Dental Education, 18(1), 15-23.
Buchanan, T., Joban, S., & Porter, A. (2014). Internet self-efficacy does not predict student use of Internet-mediated educational technology. Research in Learning Technology, 22, 1-14.
Cameron Montgomery, D., Blodgett, J. G., & Barnes, J. H. (1996). A model of financial securities salespersons’ job stress. Journal of Services Marketing, 10(3), 21-38.
Casalino, N., D'Atri, A., & Uskov, V. (2007). Online training for investment in securities: an European network for the improvement of SMEs and professionals financial culture. Proceedings of the 10th IASTED International Conference on Computers and Advanced Technology in Education, 237-242.
Chatzoglou, P. D., Sarigiannidis, L., Vraimaki, E., & Diamantidis, A. (2009). Investigating Greek employees’ intention to use web-based training. Computers & Education, 53(3), 877-889.
Chen, C. Y., Chang, R. E., Hung, M. C., & Lin, M. H. (2009). Assessing the quality of a web-based learning system for nurses. Journal of Medical Systems, 33(4), 317-325.
Chen, H. R., & Tseng, H. F. (2012). Factors that influence acceptance of web-based e-learning systems for the in-service education of junior high school teachers in Taiwan. Evaluation and program planning, 35(3), 398-406.
Chen, R. S., & Tsai, C. C. (2007). Gender differences in Taiwan university students' attitudes toward web-based learning. Cyberpsychology & behavior, 10(5), 645-654.
Cheng, Y. H., Tsai, C. C., & Liang, J. C. (2019). Academic hardiness and academic self-efficacy in graduate studies. Higher Education Research & Development, 1-15.
Chiu, Y. L., & Tsai, C. C. (2014). The roles of social factor and internet self-efficacy in nurses' web-based continuing learning. Nurse education today, 34(3), 446-450.
Chiu, Y. L., Liang, J. C., Mao, P. C. M., & Tsai, C. C. (2016). Improving Health Care Providers' Capacity for Self-Regulated Learning in Online Continuing Pharmacy Education: The Role of Internet Self-Efficacy. Journal of Continuing Education in the Health Professions, 36(2), 89-95.
Chiu, Y. L., Tsai, C. C., & Chiang, C. Y. F. (2013). The relationships among nurses' job characteristics and attitudes toward web-based continuing learning. Nurse education today, 33(4), 327-333.
Chonko, L. B., & Burnett, J. J. (1983). Measuring the importance of ethical situations as a source of role conflict: A survey of salespeople, sales managers, and sales support personnel. Journal of Personal Selling & Sales Management, 3(1), 41-47.
Chu, R. J. C. (2010). How family support and Internet self-efficacy influence the effects of e-learning among higher aged adults–Analyses of gender and age differences. Computers & Education, 55(1), 255-264.
Chu, R. J. C., & Tsai, C. C. (2009). Self‐directed learning readiness, Internet self‐efficacy and preferences towards constructivist Internet‐based learning environments among higher‐aged adults. Journal of Computer Assisted Learning, 25(5), 489-501.
Coffin, R. J., & MacIntyre, P. D. (1999). Motivational influences on computer-related affective states. Computers in Human Behavior, 15(5), 549-569.
Cole, M. S., Feild, H. S., & Harris, S. G. (2004). Student learning motivation and psychological hardiness: Interactive effects on students' reactions to a management class. Academy of Management Learning & Education, 3(1), 64-85.
Creed, P. A., Conlon, E. G., & Dhaliwal, K. (2013). Revisiting the academic hardiness scale: Revision and revalidation. Journal of Career Assessment, 21(4), 537-554.
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35, 982–1003.
de Brito Neto, J. F., Smith, M., & Pedersen, D. (2014). E‐learning in multicultural environments: An analysis of online flight attendant training. British Journal of Educational Technology, 45(6), 1060-1068.
Eastin, M. A., & LaRose, R. L. (2000). Internet self-efficacy and the psychology of the digital divide. Journal of Computer Mediated Communication, 6(1). Retrieved from https://academic.oup.com/jcmc/article/6/1/JCMC611/4584219 (October 27, 2018)
Hayduk, L. A. (1987). Structural equation modeling with LISREL: Essential and advances. Baltimore:Johns Hopkins University Press.
Hoffman, B., & Spatariu, A. (2008). The influence of self-efficacy and metacognitive prompting on math problem-solving efficiency. Contemporary educational psychology, 33(4), 875-893.
Hsia, L. H., Huang, I., & Hwang, G. J. (2016). A web-based peer-assessment approach to improving junior high school students' performance, self-efficacy and motivation in performing arts courses. British Journal of Educational Technology, 47(4), 618-632.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: a multidisciplinary journal, 6(1), 1-55.
Jackson, D. L., Gillaspy, J. A., & Purc-Stephenson, R. (2009). Reporting practices in confirmatory factor analysis: An overview and some recommendations. Psychological methods, 14(1), 6-23.
Jang, S. K., & Liang, J. C. (2016, July). Perception of Academic Self-efficacy and Academic hardiness in Taiwanese university students. In 2016 5th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI) (pp. 1198-1199). IEEE.
Jarvenpaa, S. L., Tractinsky, N. & Vitale, M. 2000. Consumer trust in an internet store. Information Technology and Management, 1(1), 45-71.
Kaiser, H. F. ( 1974). An index of factorial simplicity, Psychometrika, 39, 31-36.
Kamtsios, S., & Karagiannopoulou, E. (2013). Conceptualizing students’ academic hardiness dimensions: a qualitative study. European Journal of Psychology of Education, 28(3), 807-823.
Kamtsios, S., & Karagiannopoulou, E. (2015). Exploring relationships between academic hardiness, academic stressors and achievement in university undergraduates. Journal of Applied Educational and Policy Research, 1(1), 53-73.
Kao, C. P., & Chien, H. M. (2017). Web-Searching To Learn: The Role of Internet Self-Efficacy in Pre-School Educators’ Conceptions and Approaches. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 2039-2056.
Kao, C. P., & Tsai, C. C. (2009). Teachers’ attitudes toward web-based professional development, with relation to Internet self-efficacy and beliefs about web-based learning. Computers & Education, 53(1), 66-73.
Kao, C. P., Tsai, C. C., & Shih, M. (2014). Development of a survey to measure self-efficacy and attitudes toward web-based professional development among elementary school teachers. Journal of Educational Technology & Society, 17(4), 302-315.
Kao, C. P., Wu, Y. T., & Tsai, C. C. (2011). Elementary school teachers’ motivation toward web-based professional development, and the relationship with Internet self-efficacy and belief about web-based learning. Teaching and Teacher Education, 27(2), 406-415.
Karagiannopoulou, E., & Kamtsios, S. (2016). Multidimensionality vs. unitary of academic hardiness: An under explored issue…?. Learning and Individual Differences, 51, 149-156.
Karimi, A., & Venkatesan, S. (2009). Mathematics anxiety, mathematics performance and academic hardiness in high school students. International Journal of Educational Sciences, 1(1), 33-37.
Kell, C., & Annetts, S. (2009). Peer review of teaching embedded practice or policy‐holding complacency? Innovations in Education and Teaching International, 46(1), 61-70.
Kelley, T. L. (1939). The selection of upper and lower groups for the validation of test items. Journal of Educational Psychology, 30, 17–24.
Kobasa, S. C. (1979a). Personality and resistance to illness. American Journal of Community Psychology, 7(4), 413-423.
Kobasa, S. C. (1979b). Stressful life events, personality, and health: an inquiry into hardiness. Journal of Personality and Social Psychology, 37(1), 1-11.
Kuo, F. R., & Hwang, G. J. (2015). A structural equation model to analyse the antecedents to students’ web-based problem-solving performance. Australasian Journal of Educational Technology, 31(4), 400-420.
Kuo, T. M.-L., Tsai, C.-C. & Wang, J.-C. (2017, Dec). Why learners fail in MOOCs? Investigating the interplay of online academic hardiness and learning engagement among MOOCs learners. Paper presented at International Conference on Computers in Education (ICCE 2017), Christchurch, New Zealand.
Lam, J. C., & Lee, M. K. (2006). Digital inclusiveness--Longitudinal study of Internet adoption by older adults. Journal of Management Information Systems, 22(4), 177-206.
Lane, J., Lane, A. M., & Kyprianou, A. (2004). Self-efficacy, self-esteem and their impact on academic performance. Social Behavior and Personality: an international journal, 32(3), 247-256.
Liang, J. C., & Wu, S. H. (2010). Nurses’ motivations for Web‐based learning and the role of Internet self‐efficacy. Innovations in Education and Teaching International, 47(1), 25-37.
Liang, J. C., Wu, S. H., & Tsai, C. C. (2011). Nurses' Internet self-efficacy and attitudes toward web-based continuing learning. Nurse Education Today, 31(8), 768-773.
Liaw, S. S., Huang, H. M., & Chen, G. D. (2007). Surveying instructor and learner attitudes toward e-learning. Computers & Education, 49, 1066–1080.
Lin, K. M. (2011). e-Learning continuance intention: Moderating effects of user e-learning experience. Computers & Education, 56(2), 515-526.
Lin, X.-F., Liang, J.-C., Tsai, C.-C., & Hu, Q. (2018). The moderating role of self-regulated learning in job characteristics and attitudes towards web-based continuing learning in the airlines workplace. Australasian Journal of Educational Technology, 34(1), 102-115.
Maddi, S. R., Harvey, R. H., Khoshaba, D. M., Fazel, M., & Resurreccion, N. (2009). Hardiness training facilitates performance in college. The Journal of Positive Psychology, 4(6), 566-577.
Metzger, M. J., Flanagin, A. J., & Zwarun, L. (2003). College student Web use, perceptions of information credibility, and verification behavior. Computers & Education, 41(3), 271-290.
Park, S. Y. (2009). An analysis of the technology acceptance model in understanding university students' behavioral intention to use e-learning. Educational technology & society, 12(3), 150-162.
Peng, H., Tsai, C. C., & Wu, Y. T. (2006). University students’ self-efficacy and their attitudes toward the internet: The role of students’ perceptions of the internet. Educational Studies, 32(1), 73-86.
Scott, J. (1994). The Measurement of Information Systems Effectiveness: Evaluating a Measuring Instrument. In Proceedings of the Fifteenth International Conference on Information Systems, Vancouver: British Columbia, 111-128.
Selwyn, N. (1997). Students’ attitudes toward computers: validation of a computer attitude scale for 16–19 education. Computers & Education, 28(1), 35–41.
Sheard, M. (2009). Hardiness commitment, gender, and age differentiate university academic performance. British Journal of Educational Psychology, 79(1), 189-204.
Sung, H. Y., Hwang, G. J., & Chang, H. S. (2015). An integrated contextual and web-based issue quest approach to improving students' learning achievements, attitudes and critical thinking. Educational Technology and Society, 18(4), 299-311.
Torkzadeh, G., Chang, J. C. J., & Demirhan, D. (2006). A contingency model of computer and Internet self-efficacy. Information & Management, 43(4), 541-550.
Torkzadeh, G., Koufteros, X., & Pflughoeft, K. (2003). Comfirmatory analysis of computer self-efficacy. Structural Equation Modeling, 10(2), 263-175.
Tsai, C. C. (2004). Adolescents' perceptions toward the Internet: A 4-T framework. CyberPsychology & Behavior, 7(4), 458-463.
Tsai, C. C. (2012). The development of epistemic relativism versus social relativism via online peer assessment, and their relations with epistemological beliefs and internet self-efficacy. Educational Technology & Society, 15(2), 309-316.
Tsai, C. C., & Lin, C. C. (2004). Taiwanese adolescents' perceptions and attitudes regarding the Internet: Exploring gender differences. Adolescence, 39(156), 725-734.
Tsai, C. C., Chuang, S. C., Liang, J. C., & Tsai, M. J. (2011). Self-efficacy in Internet-based learning environments: A literature review. Educational Technology & Society, 14(4), 222-240.
Tsai, C. C., Lin, S. S., & Tsai, M. J. (2001). Developing an Internet attitude scale for high school students. Computers & Education, 37(1), 41-51.
Tsai, M. J., & Tsai, C. C. (2003). Information searching strategies in web-based science learning: The role of Internet self-efficacy. Innovations in education and teaching international, 40(1), 43-50.
Tzeng, G. H., Chiang, C. H., & Li, C. W. (2007). Evaluating intertwined effects in e-learning programs: A novel hybrid MCDM model based on factor analysis and DEMATEL. Expert systems with Applications, 32(4), 1028-1044.
Wang, C. Y., & Tsai, M. J. (2017). Students’ Self-Efficacy and Attitudes Toward Web-Based Recipe Learning in Taiwan Culinary Education. The Asia-Pacific Education Researcher, 26(3-4), 193-204.
Wang, J. L., Jackson, L. A., Wang, H. Z., & Gaskin, J. (2015). Predicting social networking site (SNS) use: Personality, attitudes, motivation and internet self-efficacy. Personality and Individual Differences, 80, 119-124.
Wang, Y. L., & Tsai, C. C. (2016). Taiwanese students’ science learning self-efficacy and teacher and student science hardiness: A multilevel model approach. European journal of psychology of education, 31(4), 537-555.
Wang, Y. L., & Tsai, C. C. (2018). Exploring the structure of science learning self-efficacy: the role of science learning hardiness and perceived responses to capitalization attempts among Taiwanese junior high school students. Research in Science & Technological Education, 1-17.
Wu, Y.-T., & Tsai, C.-C. (2006). University students’ internet attitudes and internet self-efficacy: A study at three universities in Taiwan. Cyber Psychology & Behavior, 9(4), 441-450.
Yu, S., Chen, I. J., Yang, K. F., Wang, T. F., & Yen, L. L. (2007). A feasibility study on the adoption of e-learning for public health nurse continuing education in Taiwan. Nurse Education Today, 27(7), 755-761.
Za, S., Spagnoletti, P., & North‐Samardzic, A. (2014). Organisational learning as an emerging process: The generative role of digital tools in informal learning practices. British Journal of Educational Technology, 45(6), 1023-1035.