Emotions;E-learning Performance;Cognitive Appraisal Theory;E-learning Satisfaction
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Abstract[[abstract]]隨著資訊網路蓬勃發展，數位學習亦日趨重要，數位學習系統已經成為我國公務人員進修管道之ㄧ。政府推動了一系列數位學習相關的政策與計畫，這讓公務繁忙的中高齡公務人員感到吃力，數位學習成效勢必受到影響。為了釐清此問題，本研究透過認知評估理論與數位學習成效，發展出研究模式，用來探討情緒對中高齡公務人員使用數位學習成效之影響。研究採用問卷調查的方式，研究對象為任職於高雄市之公務人員，問卷以滾雪球方式發放，共計發出240份問卷，回收220份。以PLS 進行資料分析。研究結果顯示如下： 1. 中高齡公務人員年資偏低。 2. 正向情緒會提高數位學習成效。 3. 快樂與數位學習成效呈現正相關 4. 負向情緒會降低數位學習成效。 5. 焦慮透過心理距離，不會提昇數位學習成效
[[abstract]]In recent years, with vigorously developed information networks, E-learning has become increasingly important, and becomes one of training sources for public servant. The Government has implemented a series of E-learning-related policies and plans. Therefore, busy for the older civil servants learning becomes difficult, E-learning performance of public servants is bound to be affected. In order to clarify the issue, a research model through cognitive appraisal theory and E-learning performance was constructed. The study investigates effects of emotions and coping behavior on E-learning performance of public servants. The study adopted questionnaire survey with snowball sampling on public servants in Kaohsiung City, and the sample of 240 were analyzed through PLS (Partial Least Square). The research results showed as follows: 1. Seniority of the middle and old-aged public servants is low. 2. The positive emotion elevates E-learning emotion. 3. Happiness was positively related to E-learning performance. 4. The negative emotion degrades E-learning emotion. 5. Anxiety through psychological distancing does not enhance learning effectiveness.