| Summary: | 碩士 === 國立臺灣科技大學 === 數位學習與教育研究所 === 100 === The purposes of this study are to investigate the information sharing behavior, community environment perception and information sharing content in virtural parenting communities, and exam the differences in information sharing behavior, community environment perception and information sharing content among different demographic background participants. In addition, we investigate whether community environment perception affects information sharing behavior. The study creates a final data set of 296 female participants in Mombaby Club, BabyHome and Kimy community websites via on-line questionnaire. Descriptive statistic, One-Way ANOVA, Pearson’s product-moment correlation and multiple regression are adopted in this study.
The results of the quantitative analysis are reported as follows:
(1) The frequency of information sharing behavior tends to low. The community environment perception is good. The information of parent-child interaction is shared most frequently.
(2) Age is the critical factor to affect information sharing behavior.
(3) Low socialeconomic status participants acquire a lot of emotion and information support in virtural parenting communities.
(4) Participants with higher reciprocity and trust perception behave more information sharing behavior, information giving behavior and information getting behavior.
(5) Informational reciprocity, tangible reciprocity and ability trust enhance information sharing behavior and information giving behavior, but benevolence trust and integrity trust reduce information giving behavior. Moreover, ability trust is the important factor to determine whether the participants behave information getting behavior.
(6) Younger participants care about child-rearing and parent-child interaction information. In addition, low socialeconomic status participants need information of child-rearing, parent-child interaction, education and learning and family management.
Virtural parenting community is the way to conduct parenting education. The participant of low socialeconomic status benefits greatly by this way. In order to promote information sharing activity, the conductor of community could make more effort on information, things and service.
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