本研究主要探討在數位閱讀環境中，全面／序列認知風格、控制信念與自我效能對數位閱讀策略與表現之影響。本研究之樣本共計73人，除透過問卷量測受試者之個人特質外，本研究亦採用眼動追蹤技術記錄受試者之數位閱讀行為。本研究採用質化與量化方法來檢驗各項研究假設。
本研究結果顯示，在數位閱讀環境中，(1)全面與序列者在先廣後深(如：引導概述)的閱讀策略上無顯著差異。(2)全面與序列型者在選擇性閱讀策略上有顯著差異，特別是全面型者較序列型者常進行標題的閱讀。(3)控制信念對數位閱讀策略及表現皆無顯著預測力。(4)自我效能對數位閱讀策略無顯著預測力，但對數位閱讀表現則有正向預測力。(5)先廣後深閱讀策略(如：引導概述)與選擇性閱讀策略(如：標題與重點內容閱讀)對閱讀表現皆有正向預測力。最後，根據研究結果，本研究提出教學與研究建議以供教學者與後續研究參考。

The present study aimed at exploring the roles of Holistic/Serialistic cognitive styles, locus of control, and self-efficacy in digital reading strategy use and performance. Senventy three college students from a vocational university in northern Taiwan participated in this study. Questionnaires were utilized to investigate the participants’ characteristics (e.g. cognitive styles, locus of control, self-efficacy). Also, the participants’ reading behaviors were recorded via eye-tracking system. Both quantitative and qualitative methods were used to examine the hypotheses.
The results indicated that (1) no significant difference in the width-first reading strategy (e.g. hierarchical overview) between Holists and Serialists. (2) There was a significant difference in selective reading strategy use, such as reading of headlines, between Holists and Serialists, but no difference was found in reading important contents between the two groups. (3) Locus of control did not predict digital reading strategies and performance. (4) Self-efficacy did not predict digital reading strategies, but it positively predicted reading performance significantly. (5) Both width-first and selective reading strategies (e.g. reading headlines and important contents) positively predicted reading performance. Suggestions for teaching and future research were provided.

一、中文部份
王逸萍(2011)。自我效能、控制信念與焦慮對網路學習之自我障礙策略知覺、網路自我障礙行為與問題性網路使用之影響。國立臺灣科技大學數位學習與教育研究所碩士論文，未出版，臺北。

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