摘要
本文扩展了UTAUT模型中的社会影响因素,侧重探讨不同类型的社会支持对我国偏远地区儿童数字阅读的影响。研究对象是新疆地区252名小学四年级到初中三年级的学生,采用偏最小二乘法(PLS)检验了信息支持、情感支持、工具性支持、主观规范、自我认知和感知有用性、感知易用性、态度、数字阅读意愿之间的关系。结果表明,扩展的UTAUT能很好地解释儿童数字阅读的意愿。这项研究的结果不仅显示了不同类型社会支持对儿童数字阅读影响机制,也为以后的研究奠定了基础。
This study extends the social influence factors in UTAUT model,and focuses on different types of social support affecting children’s digital reading.The participants were 252 students from grade four of primary school to grade three of junior high school in Xinjiang Uygur Autonomous Region.We used the partial least squares(PLS)approach to test the relationships among information support,emotional support,instrumental support,subjective norm,self cognitive,perceived usefulness(PU),perceived ease of use(PEOU),attitude and digital reading intention.The results suggested that the extended UTAUT offered a good explanation of children’s digital reading intention.Findings not only inform the influence mechanism of different types of social support on children’s digital reading,but also lay the foundation for the future research.
作者
刘婧
常李艳
华薇娜
黄崇
Liu Jing;Chang Liyan;Hua Weina;Huang Chong
出处
《图书馆建设》
CSSCI
北大核心
2021年第5期48-57,共10页
Library Development
基金
国家社会科学基金一般项目“全民阅读时代青少年数字阅读行为的实证研究”的成果,项目编号:17BTQ080。
关键词
社会支持
儿童
数字阅读
UTAUT模型
偏最小二乘法
Social support
Children
Digital reading
Unified Theory of Acceptance and Use of Technology(UTAUT)
Partial least squares
