| Abstract: | 中文摘要
本研究旨在探討國中生學業成就對電腦成就、電腦態度之影響。研究對象係以參加臺北市政府教育局與淡江大學所合辦的「中等學校師生寒假電腦研習營」的國中一年級學生為主，計有一九五位學生，選取填寫姓名的五十六位學生（男生三五位、女生二一位），作為研究樣本。至於研究工具係參考Brenda H.Loyd & Clarice Gressard所編的「電腦態度量表」加以譯成中文，內分喜歡量表、信心量表、焦慮量表等三個分量表。經過因素分析之後，信度與效度獲得肯定。
本研究經過t考驗之後，獲得如下的研究結果：
（一）數學成就高、低分組對電腦信心量表、喜歡量表、焦慮量表及總量表之影響未達顯著水準。
（二）學業成就高、低分組對電腦信心量表、喜歡量表、焦慮量表及總量表之影響未達顯著水準。
（三）電腦成就高、低分組與電腦信心量表、焦慮量表及總量表之影響達顯著水準，而對電腦喜歡量表之影響未達顯著水準。
（四）數學成就高、低分組對電腦成就之影響未達顯著水準，而學業成就高、低分組對電腦成就之影響達.05顯著水準。
最後，依研究結論，分別就教育上和研究上提出建議，以供參考。
Abstract
The purpose of this study was to investigate the effects of the academic achievement on the achievement of computer, the attitudes toward computer. A questionaire with 30 questions was administered to 56 students (35 males, 21 females) in junior high school.
The major findings of this study were:
(1) There was no significant difference between the high-academic and the low-academic achievement group on the subjects' liking, confidence, and anxiety.
(2) There was no significant difference between the high-mathematic and the low-mathematic group on the subjects' linking, confidence, and anxiety.
(3) For the high-achievement of computer gruup had a significant influence on the subjects' confidence, anxiety, but not on the subjects' liking for computer.
(4) For the high-academic achievement group had a significant influence on the achievement of computer, but the high-mathematic achievement group had not it. |
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