| Summary: | 碩士 === 樹德科技大學 === 資訊管理系碩士班 === 98 === The major purpose of this study was to probe the effects of computer anxiety, computer-mediated communication apprehension, metacognitive self-regulation strategy use, and goal orientation on e-learner satisfaction. A total of 356evening program undergraduate e-learners, including 222 (62.3%) males and 134 (37.7%) females, participated in the study in the fall of 2009. The participants were from a variety of majors at one of southern Taiwan technological universities and most of them were from 18 to 30 years of age. Participants completed a 56-item survey comprising computer anxiety scale, computer-mediated communication (CMC) apprehension scale, metacognitive self-regulation scale, goal orientation scale, and e-learner satisfaction questionnaire.
The collected data were analyzed by descriptive statistics analysis, reliability analysis, factor analysis, Pearson’s product-moment correlation coefficients, simple regression, and multiple regression.
The results found that the participants’ computer anxiety and CMC apprehension had significant negative causal effects on e-learner satisfaction while their metacognitive self-regulation strategy use, mastery goal orientation, and performance goal orientation had significant positive causal effects on e-learner satisfaction. Four variables (i.e., regulating strategy use, mastery goal orientation, MSN apprehension, and performance goal orientation) contributed significantly to the prediction of e-learner satisfaction and combined to explain 55.2% of the variation in overall e-learner satisfaction. Metacognitive self-regulation strategy use had a partial mediation effect on the relationship between mastery goal orientation and e-learner satisfaction as well as on the relationship between performance goal orientation and e-learner satisfaction. Computer-mediated communication (CMC) apprehension had a moderating effect on the relationship between metacognitive self-regulation strategy use and e-learner satisfaction.
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