數位學習現今已在高等教育普遍地發展，無非是期望利用數位學習可使教育方式更多元與讓學習者能更有效率地學習，以及利用網際網路快速傳遞資訊的特性，使學習者得以利用數位學習系統取得全球各地的知識與資訊。
然而，在大量投入資源後，更重要的是了解整體數位學習系統的使用成效與使用者對數位學習系統之滿意度與使用意願的評價，了解影響其對數位學習系統滿意度與使用意願之因素，藉以協助系統的提供者對數位學習系統進行改善，以及設計有關使用數位學習系統之學習策略、教材與政策之制定與考慮個人的自主性對學習的影響，使其資源投入可獲得最大成效的回饋，並令數位學習系統得以成功發展。
本研究主要以衡量高等教育數位學習發展之成效為研究主題，整合資訊系統成功模型與科技接受模型作為基礎理論架構，除探討系統的品質因素外並加入「互動性」與個人的「自律特質」兩變數於整合模型中，以探討影響使用者對數位學習系統之滿意度與使用意圖的因素為何。
本研究對象為亞洲大學曾使用過校內的數位學習系統(E化教學園)的學生，取得總共613份之有效樣本，並運用線性結構方程式(SEM)分析本研究之理論架構與路徑困果關係，得到研究結論如下：
1. 系統品質、資訊品質、服務品質、互動性與自律特質會影響使用者對數位學習系統的「認知易用性」，進而影響使用者的「滿意度」與「使用意圖」。
2. 資訊品質與自律特質會影響使用者對數位學習系統的「認知有用性」，進而影響使用者的「滿意度」與「使用意圖」。
3. 認知有用性與認知易用性皆會對數位學習系統的滿意度產生影響，並影響使用者未來持續使用數位學習系統的意願。
研究結果發現，使用者的自律特性對數位學系統的滿意度及使用意願有其影響力，故在系統或教學策略之設計上應注重提昇學習者個人之自律特性。而且，本研究建立一衡量數位學習系統成效的指標與模型，可供相關單位在未來規劃、執行與評估系統和改善教學策略的參考及應用，以落實數位學習政策。

With the development of the Internet, E-learning is experiencing rapid growth. E-learning has been implemented by higher education institutions worldwide for decades. It was expected that e-learning has offered avenue to enhence teaching and learning performance. Whereas educational institutions have invested substantial resources in e-learning systems, the benefits of such systems will not be achieved if learners fail to use the system. Therefore, the satisfaction of users, the effectivenss of e-learning sytem, and the users’ intention to use the system were the key factors in a successful implementation of e-learning programs. By examining those key factors, the knowledge base on important determinants of e-learning system adoption and practical implications to education institutions planning to design and implement e-learning sytems can be expanded.
The purpose of this study is to evaluate the effectiveness of e-learning system applied in higher education institutions. This research combines the DeLone and McLean’s Information System Success Model (IS Success Model) and Davis’s Technology Acceptance Model (TAM), and adds two research variables, interactivity and trait self-regulation to propose a new hybrid technology acceptance model to study students’ satisfaction and behavioral intentions to use the e-learning system.
Data were collected from 613 students who were registered or have the using experience of the e-learning courses in the Asia University. This research has adopted structural equation model (SEM) for its data analysis to study the causalities among all parameters constructed in the proposed model. The conclusions of this study were summarized as followings:
1. System quality, information quality, service quality, interactivity, and trait self-regulation positively affected the users’ perceived ease of use of the e-learning systems, thereby affected the users’ satisfaction and behavioral intention to use.
2. Information quality and trait self-regulation positively affected the users’ perceived usefulness of the e-learning systems, thereby affected the users’ satisfaction and behavioral intention to use.
3. Perceived usefulness and perceived ease of use both affected the users’ satisfaction of e-learning systems, and further affected the users’ intention to use the e-learning system.
By explaining the key factors that affected students’ behavioral intentions and users’ satisfaction, the findings of this research help to develop more user-friendly e-learning systems and also provide insight into best way to promote e-learning systems for students in higher education institutions.

中文文獻
王文欣(2008)。使用者參與部落格意圖之研究—以旅遊與美食類部落格為例。逢甲大學企業管理學系碩士論文，台中縣。
田冠鈞(2004)。台灣高等教育發展數位學習的瓶頸與展望，教育研究月刊，125期，17-26。
行政院國科會(2002)。數位學習國家型科技計畫總體規劃書。數位學習國家型科技計畫網站。
何俊嘉(2006)。探討面對面與網路混合試教對學習互動之影響。國立中央大學網路學習科技研究所碩士論文，桃園縣。
吳美美(2004)。數位學習現況與未來發展，圖書館學與資訊科學，30(2)，92-106。
呂孟騏(2008)。以科技接受模型及系統成功模型探討全國教師在職進修資訊網—以屏東縣國小教師為例。屏東教育大學教育科技研究所碩士論文，屏東縣。
李文彬(2006)。企業線上學習服務品質與接受度之實證研究 - 以C.S.與T.P.公司為例。國立中山大學企業管理研究所碩士論文，未出版，高雄市。
沈張迪(2006)。以互動性、科技接受模型和沈浸理論探討電腦仲介環境中使用者之溝通行為。國立成功大學企管管理學系碩士論文，未出版，台南市。
花英德(2007)。以科技接受模式探討國小學童Moodle教學平台使用行為之研究~以資訊議題教材為例。東海大學教育研究所碩士論文，台中市。
邱郁文與方國定(2005)。入口網站使用者行為模式之研究。中華管理評論國際學報，第8卷，第1期，1-24。
施賀建(2003)。學習風格與方式對學習成效之影響—以互動式與否為基礎。中原大學資訊管理學系碩士論文，桃園縣。
徐新逸（2003）。 數位學習課程發展模式初探。教育研究月刊，116，頁15-30。
馬春媛（2009）。影響企業員工使用數位學習系統意圖之研究－結合科技接受模型與主觀規範因素。國立中央大學企業管理研究所碩士論文，未出版，桃園縣。
高郁婷(2006)。MOD 使用者滿意度與接受行為之研究。國立中山大學傳播管理研究所碩士論文，高雄市。
張誌銘(2006)。數位學習產品之產品特性對消費者知覺及產品滿意度之研究-以階梯數位學院為例。國立政治大學企業管理學系碩士論文，台北市。
教育部電子計算中心網站，即時新聞(2010/01/07)，http://www.edu.tw/moecc/news_list.aspx。
許賢陽(2008)。PDA路邊停車資訊系統對巡場開單人員影響因素探討—以高雄市政府交通局為例。國立中山大學資訊管理學系碩士論文，高雄市。
陳年興與楊錦潭(2006)。數位學習理論與實務。台北市: 博碩文化。
陳彥勳(2009)。以科技接受模型探討影響企業員工使用數位學習系統之研究。國立中央大學企業管理研究所碩士論文，未出版，桃園縣。
陳順宇(2004)。多變量分析，三版。台北，華泰書局。
郭達沂(2002)。以科技接受模型探討失業勞工對公共職業訓練採用線上學習的使用意願。國立中正大學資訊管理學系碩士論文，嘉義縣。
彭梓晏(2008)。線上學習滿意度之前因與後果探討。東吳大學企業管理學系碩士論文，台北市。
游雅筑(2010)。電信員工對數位學習接受度之研究。國立嘉義大學教育科技研究所碩士論文，嘉義縣。
程之碩(2005)。從體驗經濟之觀點探討線上氛圍與互動性設計對體驗元素與學習滿意度影響之研究-以線上學習為例。輔仁大學管理學研究所碩士論文，台北縣。
黃崧陞(2008)。網路商店之使用意圖探討。國立東華大學企業管理學系碩士論文，花蓮縣。
楊家興(1999)。虛擬學校：資訊網路下整合性的教學環境。教學科技與媒體，47，12-23。
廖婉如(2009)。我國1998 至2007 年數位學習期刊論文及其引用文獻分析之研究。國立臺灣大學文學院圖書資訊學系碩士論文，台北市。
廖銘珠(2007)。醫療院所資訊系統成功模式之研究。國立東華大學企業管理研究所碩士論文，花蓮縣。
劉冠吾(2008)。以科技接受模式與資訊系統成功模式探討圖書館資訊系統的使用—以國立屏東教育大學為例。屏東教育大學教育科技研究所碩士論文，屏東縣。
數位典藏與數位學習 國家型科技計畫網站，98年結案報告書，http://teldap.tw/。
蔡孝豪(2006)。入口網站服務品質量表建構之研究。東吳大學企業管理學系碩士論文，台北市。
蔡宗宏(2005)。知識管理系統成功模型之研究。國立東華大學企業管理研究所博士論文，花蓮縣。
鄭珮甄(2008)。影響消費者使用購物網站之因素探討—以Yahoo!奇摩購物中心為例。國立東華大學企業管理學系碩士論文，花蓮縣。
鄭瑞娥(2008)。企業員工數位學習系統接受度之研究。國立中山大學企業管理學系碩士論文，高雄市。
簡兆堃(2009)。科技接受模式及資訊系統成功模型在護理資訊系統之實證研究。大業大學工業工程與科技管理學系碩士論文，彰化縣。
王政彥(1990）。成人的自我調控學習。中華民國成人教育學會，成人學習革命，107-139。台北：師大書苑。
英文文獻
Abbad, M. M., Morris, D., and de Nahlik, C. (2009). “Looking under the Bonnet: Factors Affecting Student Adoption of E-Learning Systems in Jordan,” International Review of Research in Open and Distance Learning, 10(2), 1-25.
Ahn, T., Ryu, S., and Han, I.(2007). “The Impact of Web Quality and Playfulness on User Acceptance of Online Retailing,” Information and Management, 44(3), 263-275.
Ajzen , I. (1985). From intention to actions: A theory of planned Behavior , In Kuhl , J. , and Beckmann , J. , Action control: From cognition to behavior, Berlin Heidelberg Springer-Verlag , 11-39 .
Anderson, J. C., and Gerbing, D. W. (1988). “Structural equation modeling in practice: A review and recommended two-step approach,” Psychological Bulletin, 103 (3), 411-423.
Arbaugh, J. B. , and Rau, B. L. (2007). “A Study of Disciplinary, Structural, and Behavioral Effects on Course Outcomes in Online MBA Courses,” Decision Sciences Journal of Innovative Education, 5(1), 65-95.
ASTD－E-Learning. (2002). Retrieved January 3, 2009, from http://www.learningcircuits.org/2002/oct2002/survey.html
Bagozzi, R. P.(2007). “The Legacy of the Technology Acceptance Model and a Proposal for a Paradigm Shift,” Journal of the Association for Information Systems, 8(4), 244-254.
Bagozzi, R. P., and Yi, Y. (1988). “On the evaluation of structure equations models,” Academic of Marketing Science, 16(1), 76-94.
Bandura, A. (1986). Social foundations of thought andaction: A social cognitive theory. Englewood Cliffs, NJ:Prentice Hall.
Bandura, A. (1993). “Perceived self-efficacy in cognitive development and functioning.” Educational Psychologist, 28, 117-148.
Bandura, A. (1997). “Self-efficacy: The exercise of control.” New York: Freeman.
Baumeister, R. F., Heatherton, T. F., & Tice, D. M. (1994). Losing control: How and why people fail at self-regulation. San Diego, CA: Academic Press.
Bray, E., Aoki, K., and Dlugosh, L.(2008). “Predictors of Learning Satisfaction in Japanese Online Distance Learners,” International Review of Research in Open and Distance Learning, 9(3), 1-24.
Carver, C. S., and Scheier, M. F. (1981). “Attention and self-regulation: A control theory approach to human behavior.” New York: Springer-Verlag
Casarotti, M., Filipponi, L., Pieti, L., and Sartori, R.(2002). “Educational Interaction in Distance Learning: Analysis of a One-Way Video and Two-Way Audio System,” Psychnology Journal, 1(1), 28-38.
Chang, I.C. , Hung, W. F., Li, Y.C. , and Hwang, H.G. (2005). "An Empirical Study on the Impact of Quality Antecedents on Tax Payers’ Acceptance of Internet Tax Filing Systems," Government Information Quarterly, 22(3), 389-410.
Chang, S. H., and Smith, R. A. (2008). “Effectiveness of Personal Interaction in a Learner-Centered Paradigm Distance Education Class Based on Student Satisfaction,” Journal of Research on Technology in Education, 40(4), 407-426.
Chaudhuri, A. ,and Hoibrook, M. B. (2001). “The Chain of Effects from Brand Trust and Brand Affect to Brand Performance: The Role of Brand Loyalty,” Journat of Marketing, 65, 81-93.
Chen, L. D., Gillenson, M. L., and Sherrell, D. L. (2002), “Enticing online consumers: an extended technology acceptance perspective,” Information & Management, 39(8), 705-719.
Chen, N. S., Lin, K. M., and Kinshuk (2008).“Analysing users’ satisfaction with e-learning using a negative critical incidents approach,” Innovations in Education and Teaching International, 45(2), 115-126.
Chen, Z. (2003). “Consumer’s Value Perception of an E-store and ITS Impact on E-store Loyalty Intention,” Dissertation.
Chiou, J. S. (2004). “The antecedents of consumers’ loyalty toward Internet Service Providers,” Information & Management, 41, 685-695.
Chiu, C. M., Chiu, C. S., and Chang, H. C. (2007). “Examining the integrated influence of fairness and quality on learners’ satisfaction and Web-based learning continuance intention,” Information Systems Journal, 17, 271-287.
Chute, A.B., Thompson, M.M., and Hancock, B.W. (1999). The handbook of distancelearning. NY: MeGraw-Hill.
Cisco (2003). e-Learning Introduction. Retrieved November 15, 2008, from http://www.cisco.com/
Conklin, W., and Robbins - McNeish, N., (2007). “The Evolution of E-learning in Diversity.” The Changing Currency of Diversity, Volume 15, Number 1.
Corno, L., & Mandinich, E. B. (1983). “The role of cogni-tive engagement in classroom learning and motivation,” Educational Psychologist, 18, 88-108.
Davis, F. D. (1989). “Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology,” MIS Quarterly, 13(3), 319-339.
Davis, F. D., Bagozzi, R. P. and Warshaw, P. R. (1989). “User Acceptance of Computer Technology: A Comparison of Two Theoretical Models,” Management Science, 35(8), 982-1002.
DeLone, W. H., and McLean, E. R. (1992). “Information Systems Success: The Quest for the Dependent Variable,” Information Systems Research, 3(1), 60-95.
DeLone, W. H., and McLean, E. R. (2003). “The DeLone and McLean Model of Information Systems Success: A Ten-Year Update,” Journal of Management Information Systems, 19(4), 9-30.
Egan, D. (2000). Revolution of Learning: e-Learning. Asia-Learning Weekly, 66(3).
Ehrlich, D. (2002). Instructional design II: Glossary of terms. Retrieved April 26, 2008, from http://www.neiu.edu/~dbehrlic/hrd408/glossary.htm
Fishbein, M., and Ajzen, I. (1975), Belief, Attitude, Intention, and Behavior: An introduction to Theory and Research, Addison-Wesley, Reading, MA.
Hair, Jr. R., Anderson, R.E., Tatham, R.L., and Black, W.C. (1998). Multivariate Data Analysis, 5th Edition. Macmillan, New York.
Hasan, B.(2006). “Delineating the effects of general and system-specific computer self-efficacy beliefs on IS acceptance,” Information & Management, 43, 565-571.
Hillman, D. C. A., Willis, D. J., and Gunawardena, C. N. (1994). “Learner-interface interaction in distance education: An extension of contemporary models and strategies for practitioners.” American Journal of Distance Education, 8(2), 30–42.
Hong E., O’Neil, H. F., and Feldon, D. (2005). “Gender Effects on Mathematics Achievement: Mediating Role of State and Trait Self-Regulation,” Dissertation.
Hong, E. (1995). “A Structural Comparison Between State and Trait Selfregulation Models,” Applied Cognitive Psychology, 9, 333-349.
Hong, E. (1998). “Differential Stability of State and Trait Self-Regulation in Academic Performance,” The Journal of Educational Research, 91(3), 148-158.
Hong, E., and O’Neil, H. F.(2001). “Construct validation of a trait self-regulation model,” International Journal of Psychology, 36 (3), 186–194
Igbaria, M., Iivari, J., and Maragahh, H. (1995). “Why Do Individual Use Computer Technology? A Finnish Case Study,” Information and Management, 29, 227-238.
Jiang, J.J., Klein, G., and Carr, C.L. (2002). “Measuring information system service quality: SERVQUAL from the other side,” MIS Quarterly, 26, 145–161.
Joan , L. W., Stephannie, C. (2004). “Self-Regulation in a Web-Based Course: A Case Study,” ETR&D, 52(4), 5–22.
Keinan, G. (1987). “Decision making under stress: Scanning of alternatives under controllable and uncontrollable threats.” Journal of Personality and Social Psychology, 52, 639-644.
Kim , T.G., Lee ,J.H. and Law ,R. (2008). “An empirical examination of the acceptance behaviour of hotel front office systems: An extended technology acceptance model ”,Tourism Management, 29, 500-513.
Kitsantas, A. (2002). “Test preparation and performance: A self-regulatory analysis.” The Journal of Experimental Education, 70, 101-113.
Koohang, A., and Plessis, J. D.(2004). “Architecting usability properties in the e-learning instructional design process,” International Journal on ELearning, 3(3), 38-44.
Kwon, O., Choi, K., and Kim, M. (2007). “User acceptance of context-aware services: self-efficacy, user innovativeness and perceived sensitivity on contextual pressure,” Behaviour & Information Technology, 26(6), 483-498.
Landrum, H., and Prybutok, V.R. (2004). “A service quality and success model for the information service industry,” European Journal of Operational Research, 156(3), 628-642.
Lanham, E., and Zhou, W. (2003). “Cultural Issues in Online Learning — Is Blended Learning a Possible Solution?” International Journal of Computer Processing of Oriental Languages, 16(4), 275–292
Lee, J.K., and Hwang, C.Y. (2007). The effects of computer self-efficacy and learning management system quality on e-Learner’s satisfaction. In Cameron, L., Voerman, A. and Dalziel,J. (Eds), Proceedings of the 2007 European LAMS Conference: Designing the future of learning (pp73-79). 5 July, 2007, Greenwich: LAMS Foundation.
Lee, Y. K. (2007). “Understanding E-learning Consumers: The Moderating Effects of Gender and Learner Diversity,” Journal of American Academy of Business, Cambridge, 11(1), 223-230.
Lin, H. F. (2006). “Understanding Behavioral Intention to Participate in Virtual Communities,” CyberPsychology & Bbehavior, 9(5), 540-547.
Lin, H. F. (2008). “Antecedents of Virtual Community Satisfaction and Loyalty: An Empirical Test of Competing Theories,” CyberPsychology & Behavior, 11, 138-144.
Lin, H. F., and Lee, G. G. (2006). “Determinants of success for online communities: an empirical study,” Behaviour & Information Technology, 25(6), 479-488.
Lucas, H. C. (1975). Why Information Systems Fail, Columbia University Press, NY.
Mace, F. C., Belfiore, P. J., & Hutchinson, J. M. (2001).Operant theory and research on self-regulation., Self-regulated learning and academic achievement (2nd ed.) ,39-65. Mahwah, NJ: Erlbaum.
Marchewka, J. T., Chang, L., and Kostiwa, K. (2007). “An application of the UTAUT model for understanding student perceptions using course management software,” Communications of the IIMA, 7(2), 93-104.
Marsh, H. W., and Hocevar, D. (1985). “Application of confirmatory factor analysis to the study of self concept: First and higher order factor models and their invariiance across groups,” Psychological Bulletin, 97, 562-582.
Mason, R. O. (1978). “Measuring Information Output: A Communication Systems Approach,” Information and Management, 1(5), 219-234.
Moore, M. G. (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 1-6.
Naglieri, J. A., and Gottling, S. H. (1997). “Mathematics instruction and PASS cognitive processes: An intervention study.” Journal of Learning Disabilities, 30, 513-520.
Neuberg, S. L. (1989). “The goal of forming accurate impressions during social interactions: Attenuating the impact of negative expectancies.” Journal of Personality and Social Psychology, 56, 374-386.
Notani, A. S. (1998). Moderators of perceived behavioral control''s predictiveness in the theory of planned behavior: A meta-analysis. Journal of Consumer Psychology, 7(3), 247-271.
Nunnally, J. C. (1978). Psychometric Theory, 2nd ed., New York: McGraw-Hill Inc.
Oliver, R. L. (1980). “A Cognitive Model of the Antecedents and Consequences of Satisfaction Decisions,” Journal of Marketing Research, 17(4), 460-469.
Parasuraman, A., Zeithaml, V. A., and Berry, L. L. (1985). “A Conceptual Model of Service Quality and Its Implications for Future Research,” Journal of Marketing, 49(4), 41-50.
Parasuraman, A., Zeithaml, V. A., and Berry, L. L. (1993). “More on Improving the Measurement of Service Quality,” Journal of Retailing, 69(1), 140-147.
Park, S. Y. (2009). “An Analysis of the Technology Acceptance Model in Understanding University Students’ Behavioral Intention to Use e-Learning,” Educational Technology & Society, 12(3), 150-162.
Parker, A. (1999). “Interaction in Distance Education：The Critical Conversation.” Educational Technology Review, 1(12), 13-17
Pintrich, P. R. (2000). “Multiple goals,multiple pathways：The role of goal orientation in learning and achievement,” Journal of educational Psychology ,92,544-555.
Pintrich, P. R., and De Groot, E. V. (1990). “Motivational and self-regulated learning components of classroom academic performance.” Journal of Educational Psychology, 82, 33-40.
Pitt, L. F., Watson, R. T., and Kavan, C. B. (1995). “Service Quality: A Measure of Information Systems Effectiveness,” MIS Quarterly, 19(2), 173-187.
Pituch, K. A., and Lee, Y. K. (2006). “The influence of system characteristics on e-learning use,” Computers & Education, 47, 222–244
Rai, A., Lang, S. S., and Welker, R. B. (2002). “Assessing the Validity of IS Success Models: An Empirical Test and Theoretical Analysis,” Information Systems Research, 13(1), 50-69.
Rich, D. (2001). “E-learning: a new way to develop employees,” Electronic Business, 27(8), 20.
Roca, J.C. , Chiu, C.M. , and Martínez, F.J. (2006). “Understanding E-learning Continuance Intention: An Extension of the Technology Acceptance Model,” International Journal of Human-Computer Studies, 64(8), 683-696.
Rosenberg, M. J. (2001). “E-learning: Strategies for delivering knowledge in the digital age.” New York: McGraw-Hill.
Ryan, S. (2001). “Is online learning right for you ?” American Agent & broker, 73(6), 54-57.
Saeed K. A, Hwang Y., and Yi, M. Y. (2003).“Toward an integrative framework for online consumer behavior research: A meta-analysis approach,” Journal of End User Computing, 15(4), 1-26.
Seddon, P. B. (1997). “A Respecification and Extension of the DeLone and McLean Model of IS Success,” Information Systems Research, 8(3), 240-253.
Seddon, P. B., and Kiew, M. Y. (1994). “A Partial Test and Development of the DeLone and McLean Model of IS Success,” Proceedings of the International Conference on Information Systems, Vancouver, Canada (ICIS 94), 99-110.
Seddon, P. B., and Kiew, M. Y. (1996). “A Partial Test and Development of DeLone and McLean’s Model of IS Success,” Australian Journal of Information Systems, 4(1), 90-109.
Seddon, P. B., Staples, S., Patnayakuni, R., and Bowtell, M. (1999). “Dimensions of Information Systems Success,” Communication of the Association for Information Systems, 2(3), 5.
Shannon, C. E., and Weaver, W. (1949). The Mathematical Theory of Communication, University of Illinois Press, Urbana, IL.
Shih, H.P. (2004). “An empirical study on predicting user acceptance of e-shopping on the Web,” Information & Management, 41(3), 351-368.
Sridhar, S. (2005). E-government – a proactive participant for e-learning in higher education. Journal of American Academy of Business, 7(1), 258-268.
Szuprowicz, B. O. (1996) “Interactive Communications: New Technologies and Future Directions,” Computer Technology Research Corp., SC.
Venkatesh, V., and Davis, F.D. (2000). “A theoretical extension of the technology acceptance model: Four longitudinal field studies,” Management Science, 46(2),186-204.
Venkatesh, V., Morris, M. G.., Davis, G. B. and Davis, F. D. (2003). “User Acceptance of Information Technology: Toward a Unified View,” MIS Quarterly, 27(3), 425-447
Wilson, J. (2007). “An examination of the relationships of interaction, learner styles, and course content on student satisfaction and outcomes in online learning,” Dissertation.
Winne, P. H. (2001). Self-regulated learning viewedfrom models of information processing. Self-regulated learning and academic achievement: Theoretical perspec-tives, 153– 189 Mahwah, NJ: Erlbaum.
Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning., Metacognition in educational theory and practice , 277– 304. Hillsdale, NJ: Erlbaum.
Wolters, C. A. (2003). “Understanding procrastination from a self-regulated learning perspective,” Journal of Educational Psychology, 95(1), 179-187.
Yeung, P., and Jordan, E. (2007). “The Continued Usage of Business E-Learning Courses in Hong Kong Corporations,” Education and Information Technologies, 12(3), 175-188.
Zimmerman, B. J, & Schunk, D. H. (1989). Self-regulated learning and academic achievement：Theory, research, and practice. New York：Springer.
Zimmerman, B. J. ( 2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego: Academic Press.
Zimmerman, B. J. (1986). “Becoming a self-regulatedlearner: What are the key subprocesses?” Contempo-rary Educational Psychology, 16, 307– 313.
Zimmerman, B. J. (1990). “Self-regulated learning and academic achievement: An overview.” Educational Psychologist, 25, 3-17.
Zimmerman, B. J. (1995). “Self-regulation involves more than metacognition: A social cognitive perspective.” Educational Psychologist, 30, 217-221.
Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). “Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting,” American Educational Research Journal, 29, 663-676.