A Study of Antecedents and Learning Consequences of Metacognition toward Self-Service Technology

• Main Authors: CHEN, KUAN-CHEN, 陳冠真
• Other Authors: LIAO, SHU-LING
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/ngmzcw

碩士 === 元智大學 === 經營管理碩士班(行銷學程) === 107 === The purpose of this study is to explore the role of metacognition when consumer learning how to use self-service technology. The study includes self-regulated learning and social support as the independent variables; flexible learning, adaptive-help-seeking learning and learning performance as the dependent variables. And the mediator is metacognition. The study further examines the effects of two moderating variables: perceptual learning style and rational learning style. By online survey through convenience sampling, the study collected 447 valid questionnaires in total. After statistical analysis of the structural equation model, the research results show: self-regulated learning and social support will positively increase the formation and development of metacognition. Metacognition has a positive effect on flexible learning, adaptive-help-seeking learning and learning performance. For the moderating effects, learning style can interfere with the effect of metacognition on adaptive-help-seeking learning and learning performance.