| Summary: | 博士 === 國立中央大學 === 資訊管理研究所 === 88 === Owing to the rapid growth of information technology, the industry increasely needs the information system personnel. Computers have become a common feature in most schools and also become a wider cross-section of the curriculum at each level. The students of MIS major are the future source of IS personel. It’s necessary to know the problems that the MIS students faced at the school learning process. The current study was designed to examine the factors which impact on the students’ burnout and their computer learning performance, based on Social Cognitive Theory(SCT) and Conservation of Resourced Theory(CRT), among two-year college students.
Burnout has been the focused of educational concern and research on teacher for decades, and has resulted in the development of several teacher burnout scales and various strategies to address the negative effects of burnout. Few empirical studies have focused on student burnout, especially for a longitudinal study to examine student burnout. According to SCT, prior performance and emotional arousal (such as anxiety or stress) influences the student’s perception of their own ability to perform the behavior as well as the student’s leraning burnout. Based on CRT, workload is one of the important factors influencing burnout. A longitudinal study examined the effects of self-efficacy and courseload on student burnout. The results provided the variance of self-efficacy and courseload singnificantly influence on the variance of student burnout respectively. Some support was also found for the hypothesis that computer anxiety, self-efficacy, and courseload directly influenced student burnout respectively. The results showed that computer anxiety and computer learning performance influenced self-efficacy on MIS major students. The results were consistent with previous studies and offered support for the hypothesis. Student burnout significantly influence computer’s learning performance, self-efficacy didn’t significantly influence computer learning performance, but student burnout mediated the relationships between self-efficacy and computer learning performance.
Reseach and practical implications of these finding for the student burnout and computer learning performance of MIS major students are discussed.
Key Words: Longitudinal Study, Burnout, Self-efficacy, Courseload, Conservation of Resources Theory (CRT), Social Cognitive Theory (SCT)
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