| Summary: | 碩士 === 國立臺灣科技大學 === 數位學習與教育研究所 === 100 === The purpose of this study was to investigate the roles of cognitive style and motivational beliefs (i.e. self-efficacy and locus of control) in searching behaviors (i.e. deep diving/ fast surfing), metacognitive strategies and performance in the web-based learning environment. There were 335 senior high school students participated in this study. Both quantitative and qualitative methods were applied for data analysis. The content analysis was applied to analyze 1887 students’ searching web pages for the quality of their performance. Some quantitative methods were used to analyze the reliability of the questionnaires for students’ sequential/global cognitive style, self-efficacy, locus of control, searching behaviors, metacognitive strategies, and the relationship among these variables.
The result showed that in web-based learning environment (1) students’ global cognitive style adapting to the web-based learning environment significantly predicted their self-efficacy and internal locus of control. On the other hand, students’ sequential cognitive style negatively significantly predicted their internal locus of control. (2) Students’ global cognitive style adapting to the web-based learning environment significantly predicted their deep diving, fast surfing and metacognitive strategies. On the other hand, students’ sequential cognitive style positively predicted their deep diving, metacognitive strategies and negatively predicted their fast surfing behavior. (3) Students’ self-efficacy and internal locus of control significantly predicted their deep diving, fast surfing and metacognitive strategies, while students’ external locus of control only predicted their fast surfing behaviors. (4) Students’ self-efficacy and internal locus of control significantly predicted their performance, but their external locus of control did not predict their performance. (5) Students’ deep diving and metacognitive strategies, significantly predicted their performance, but their fast surfing did not predict their performance. (6) Students’ deep diving was significantly related to their metacognitive strategies. Finally, implications and suggestions for teaching and future research were provided.
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