| 摘要: | 二十一世紀的世界是知識經濟競爭激烈的時代，國民的閱讀能力高，知識價值相對提高，世界競爭力也隨之提高。近年來，為了讓孩子們重拾閱讀樂趣，教育部與民間團體極力推動多樣的閱讀推廣計畫，期望提升孩子的閱讀素養及熱情，以增進個人和國家在全球的發展與競爭力。 本研究以計畫行為理論為基礎，探討影響國小中、高年級學童閱讀行為意圖的因素，並分析學童閱讀的態度、主觀規範、知覺行為控制與閱讀行為意圖間之關聯性。本研究受試對象為嘉義市國小中、高年學童，共計回收有效問卷470份，利用獨立樣本t檢定、單因子變異分析及迴歸分析等統計方法進行分析。根據資料分析結果，本研究發現：一、國小中、高年級學童在閱讀態度與主觀規範方面，「性別」、「年級」、「閱讀頻率」及「閱讀時數」均有顯著差異；在知覺行為控制與閱讀行為意圖方面，「性別」、「閱讀頻率」及「閱讀時數」有顯著差異。二、國小中、高年級學童的閱讀態度對閱讀行為意圖有正向影響。三、國小中、高年級學童的閱讀主觀規範對閱讀行為意圖有正向影響。四、國小中、高年級學童的閱讀知覺行為控制對閱讀行為意圖有正向影響。
It has been an era of a competitive world with knowledge economy. People have high reading ability, the value of reading arises, and our competitiveness elevates as more reading. In the recent years, to encourage children to enjoy the fun of reading, the Ministry of Education and many civil societies initiate many projects. They attempt to popularize reading, in order to improve children’s reading accomplishment and enthusiasm as well as enhance development and competitiveness of individuals and the country. This studyadopts the Theory of Planned Behavior to investigate elementary students’ reading behavioral intention among middle and high grade students in Chiayi City,and analyzes correlations between reading behaviors and reading attitude,subjective norm, and perceived behavioral control, respective. A total of 470 valid questionnaires were received.The data were analyzed by independent samples t test,ANOVA and regression analysis.The findings of this study are:1.For middle and high grade students in elementary schools, in terms of reading attitude and subjective norm, students of different “genders”, “grades”, “reading frequencies”, and “reading time” are significantly different. In terms of perceived behavioral control and reading intention, students of different “genders”, “reading frequencies”, and “reading time” are significantly different. 2.Students’reading attitude positively impacts their reading intentions.3.Students’ subjective norm positively impacts their reading intentions.4.Students’ perceived behavioral control positively impacts their reading intentions. |
