| Summary: | 碩士 === 國立臺灣科技大學 === 數位學習與教育研究所 === 105 === The purpose of this study is to investigate the roles of global/ sequential cognitive styles in self-efficacy, online searching behavior, online reading behavior, and academic performance. There were 53 vocational students participated in this study. Questionnaires were used to investigate students’ global/ sequential cognitive styles, self-efficacy, and online searching behavior, while eye tracking was utilized to investigate students’ online reading behavior. In addition, the online reading patterns were analyzed using sequential analysis.
The results indicated that (1) there were significant differences in self-efficacy, online searching behavior, selective reading behavior, and academic performance between students with global and sequential cognitive styles. However, there was no statistical difference in detailed reading behavior between these two styles. (2) Students with global cognitive style showed the non-linear reading pattern, while those with sequential cognitive style showed the linear reading pattern. (3) Self-efficacy significantly predicted students’ online searching behavior, selective reading behavior and academic performance, but it did not predict their detailed reading behavior. (4) Online searching behavior and selective reading behavior significantly predicted students’ academic performance, while detailed reading behavior did not predict their academic performance. Finally, the implications and suggestions for teaching as well as future research were provided.
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