| Summary: | 碩士 === 國立屏東大學 === 教育心理與輔導學系碩士班 === 104 === The purpose of the study was to explore the relationship among technology learning style, Motivation for Online Reading and Online Reading Strategies. Participants were 489 College Students from southern Taiwan. The students reported their technology learning style, motivation for online reading and online reading strategies. The obtained data were analyzed by descriptive statistics, Hotelling T2 Test and Canonical Analysis.
The results were as followings:
1. There were no significant gender differences in technology learning style, motivation for online reading and online reading strategies.
2. Significant canonical correlation was found between technology learning style and online reading strategies. The students whose technology learning styles were more “dependent on perception and immediate feedback” tended to had higher internal as well as external motivation.
3. There was significant canonical correlation between technology learning style and motivation for online reading. The students whose cognitive processes were more parallel and shallow tended to use less “metacognitive strategies and finding main ideas”, “paraphrase and inference”, “searching for information”, and “forming images”.
4. Significant canonical correlation between motivation for online reading and online reading strategies. The students who were higher in internal motivation used more “metacognitive strategies and finding main ideas”, “paraphrase and inference”, “searching for information”, and “forming images”, while the students who were higher in external motivation used more “metacognitive strategies and finding main ideas”.
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