科技變化萬千，每一次前進有如革命，帶來了劇大的變化，且有逐漸加速的趨勢，而科技應用範圍則愈來愈廣泛，新技術的來臨及面對全球競爭激烈，各企業必須加緊轉型腳步，運用資訊科技創造優勢已成為必要的策略，資訊部門人員由過往支援的角色，已逐漸成為公司主要發展的重點，公司可有效利用其資訊部門成為該領域創新的引領者，不論是新系統的導入或舊系統升級都需要資訊人員專業的支援或開發設計，相對的資訊人員已無法像過去單僅負責舊系統維護，應對新技術保持開放態度，並自我檢視後持續學習，才能讓自己更有價值並保有帶著走的能力。
本研究以計劃行為理論 (TPB) 概念為基礎，說明計劃行為理論中的因素：態度、主觀規範和知覺行為控制如何影響資訊人員對學習新程式語言的行為意圖，並進一步探討影響行為意圖之因素及變項間的關係，以Python為學習程式語言討論，並對在職的資訊人員為研究對象，採網路問卷調查，先透過前測確認量表之信效度，正式施測獲得有效樣本共238份，透過SPSS 24.0 與 Smart PLS 2.0兩套統計軟體作為分析的工具，透過結構方程式模型對收集回來的樣本進行處理與分析。本研究結果如下：一、不論是態度或知覺行為控制皆正向顯著的影響資訊人員對於學習程式語言的行為意向；主觀規範對於學習程式語言的行為意向則接近顯著。二、知覺有用性、知覺易用性、知覺有趣性對態度皆有正向顯著影響，其中以知覺有趣性最具影響力；表資訊人員對於該程式語言學習的態度主要來自對該語言的好奇引起的興趣，進而沈浸的學習。三、上級影響顯著高於同儕影響，但因兩個群體結果抵銷後主觀規範影響則接近顯著。四、自我效能和協助條件兩者對行為意圖皆有正向顯著預測力，但自我效能影響顯著高於協助條件；表資訊人員對於學習新程式具備越高的自信心，則其學習的意願則越高。
本研究的研究意涵可以提供程式語言的推廣者、公司內部推行新程式及新系統或資訊單位希望提升學習程式語言風氣為目標的人員作為參考。

Technologies are ever-changing. Each advance in technologies brought dramatic changes as like a reform, and advances in technologies seem to accelerate progressively. Technologies are being applied in more and more fields, new technologies are being introduced, and global competition is becoming increasingly fierce; in such a context, it has become a necessary strategy for enterprises to accelerate their pace of transformation and apply information technology to create advantages. The role played by information department personnel has gradually transferred from supporting force in the past to now the priority for the development of a company. A company could effectively utilize its information department to develop itself into a leader in innovation in the industry. Both the introduction of new system and upgrading of old system require the professional support or development design of information personnel. Accordingly, information personnel cannot just be responsible for the maintenance of old system as before, instead, they need to be open-minded to embrace new technologies and keep learning upon self-analysis. Only in such way they can improve their value and maintain their portable competency.
Based on the concept of Theory of Planned Behavior (TPB), this study explained how the factors in TPB, namely, attitude, subjective norm and perceived behavioral control, would influence information personnel’s behavioral intention to learn a new programming language, and further discussed the relationships among the factors influencing behavioral intention and variables. Discussions were based on learning a programming language, Python. In addition, in-service information personnel were invited to complete questionnaires online. Reliability and validity of scale were confirmed by pretest. A total of 238 valid samples were used for official test. Sample data were analyzed by two types of statistical software, namely, SPSS 24.0 and Smart PLS 2.0. Samples recovered were treated and analyzed by Structural Equation Modeling (SME). According to research results of this study: (1) both attitude and perceived behavioral control have positive significant influence on information personnel’s behavioral intention to learn a programming language; subjective norm has a close significant influence on behavioral intention to learn a programming language; (2) perceived usefulness, perceived ease of use, and perceived playfulness have positive significant influence on attitude; in particular, perceived playfulness has the most significant influence, which demonstrates that information personnel’s attitude toward learning the programming language mainly derives from the interest triggered by their curiosity about the programming language, which further results in immersing in learning; (3) superior influence is more significant than peer influence; but the influence of subjective norm is close to significant after offsetting between the results of the two groups; and (4) self-efficiency and supporting conditions have positive significant prediction on behavioral intention, but the prediction of self-efficiency is more significant than that of supporting conditions, which demonstrates that information personnel will be more willing to learn a new programming language if they are more confident with themselves in learning the language.
Research implication of this study is to provide a reference for promoters of programming language, introduction of new programme, new system in a company, or persons aiming at improving the climate for learning programming language in an information unit.

論文審定書………………………………………………………………....i
中文摘要……………………………………………………………….... ii
英文摘要………………………………………………………………… iii
第 一 章 緒論……………………………………………………………. 1
第 一 節 研究背景………………….…….………………………… 1
第 二 節 研究動機與目的………………………………………….. 2
第 三 節 研究流程…………………………...……………………... 4
第 二 章 文獻探討………………………………………………………. 5
第 一 節 程式語言…………………………………………..……… 5
第 二 節 學習動機…………………………………………..……… 9
第 三 節 科技接受模型……………………………………...……. 13
第 四 節 計劃行為理論………………………………...…………. 15
第 三 章 研究方法…………………...…………………………………. 22
第 一 節 研究架構…………………...…………………………….. 22
第 二 節 研究假說………………………………………………… 23
第 三 節 研究變項與操作型定義………………..……………….. 27
第 四 節 研究設計……...……………….………………………… 33
第 四 章 資料分析與討論…………………..………………………….. 35
第 一 節 問卷回收………………………….……………………… 35
第 二 節 樣本基本資料分析………………………...…….………. 35
第 三 節 衡量問項平均與標準差………….………….………….. 39
第 四 節 信度與效度檢測……..…………………….……………. 43
第 五 節 模型驗證與結果………..………………….……………. 46
第 五 章 結論與建議………………………………………………….... 50
第 一 節 研究結果…………………………………………………. 50
第 二 節 實務貢獻…………………………….……………………51
第 三 節 研究限制與未來研究建議……………………………….53
參考文獻……..…………..………………………………………………54

圖 目 錄
圖1-1研究流程圖…………………………………………………………4
圖2-1 GitHub機器學習最常用語言排名………………………….……..8
圖2-2科技接受模型.....………………………………………………….13
圖2-3 知覺有趣性使用於科技接受延伸模型…………………………..14
圖2-4理性行為理論模型…………………….…………...………….….15
圖2-5計劃行為理論模型………………….…………………………….16
圖2-6解構式計劃行為理論模型………………..……..………….…….19
圖3-1研究架構..………………………….……………………………...20
圖4-1路徑係數圖……..…………….…………………………………...49

表 目 錄
表2-1程式語言發展史………………………………………………….6
表2-2計劃行為理論之研究文獻彙整表……………………..……….18
表2-3解構式計劃行為理論之研究文獻彙整表……...………………20
表3-1知覺易用性衡量問項………..……………………………….…27
表3-2知覺有用性衡量問項……………..………………………….…28
表3-3知覺有趣性衡量問項………………………………..……….…29
表3-4態度衡量問項……………………………………...……………30
表3-5主觀規範衡量問項…….……………………………………..…30
表3-6知覺行為控制衡量問項….…………………….…………….…31
表3-7行為意圖衡量問項……………………………….…………..…32
表3-8前測問卷的信度分析…..…………………………..………..….34
表4-1樣本基本統計資料…………………………….………….….…36
表4-2主要工作內容分析表………..……………………………….…36
表4-3工作使用之程式語言分析表…………………………..…….…37
表4-4除python外仍在學習的程式語言分析表………..…...…….…38
表4-5學習Python主要用途分析………..……………..…………..…39
表4-6研究問項之平均數與標準差……….………....……………..…40
表4-7各構面量表信度檢驗………..……………..………….……..…43
表4-8各構面因素分析表………..………….…….…….…………..…44
表4-9各構面相關係數結果………..……………..………….……..…46
表4-10路徑分析表………..………....……………….……………..…48
表5-1假說驗證結果………..……………………..….……………..…50

網頁資料
美國勞工統計局(2019) , 職業展望手冊，對2016-2026年期間的職業需求預測。取自https://www.bls.gov/ooh/fastest-growing.htm (May 20, 2019)。
國家發展委員會(2019) , 108-110 年重點產業人才供需調查及推估，取自 https://ws.ndc.gov.tw/Download.ashx?u=LzAwMS9hZG1pbmlzdHJhdG9yLzE4L3JlbGZpbGUvNjAzNy85MTg2LzEyNTA1YTkzLTVmZjQtNDljNS1hM2Y0LWNlNTdkYzlkOWExMS5wZGY%3D&n=MTA4LTExMOW5tOmHjem7nueUoualreS6uuaJjeS%2Bm%2BmcgOiqv%2BafpeWPiuaOqOS8sOW9meaVtOWgseWRii5wZGY%3D&icon=..pdf
GitHub(2019)，機器學習語言排名，取自https://github.blog/2019-01-24-the-state-of-the-octoverse-machine-learning/ (June 10, 2019)。
104人力銀行(2019)，軟體工程師職務供需趨勢，取自 https://www.104.com.tw/jb/jobwiki/stage/2007001004/3 (June 15, 2019)。
MarketWatch(2019)，美國半數高薪需要的工作技能，取自https://www.marketwatch.com/story/half-of-the-high-paying-jobs-in-america-now-require-this-skill-2016-06-21?link=sfmw_fb (June 13, 2019)。

中文文獻
吳盛, & 林東清. (2007). 以計劃行為理論探討資訊人員的知識分享行為. 資訊管理學報, 14(2), 75-110.
張春興. (1991). 現代心理學. 13-27.
戴芸琪. (2017). 以解構式計畫行為理論探討學習者使用 MOOCs 課程網站意願之研究. (碩士論文), 國立臺灣師範大學工業教育學系,
朱敬先. (2000). 教育心理學.
李俊德. (2011). 綠色資訊科技採行意向研究-計劃行為理論之應用. (碩士在職專班碩士論文), 國立高雄應用科技大學企業管理系,
林麗惠. (2002). 能力模式之建構及其對人力資源管理系統的意涵. 空大行政學報, 12, 249-274.
楊棠堯, & 蔡燿全. (2002). 資訊人員之專業技能學習需求與工作滿足之關連性研究. 技術學刊, 17(3), 473-486.
江怡靜. (2016). 影響數位學習使用意圖之研究-以慈濟醫療體系為例. (碩士論文), 中正大學資訊管理學系, (2016 年)
許孟祥. (1998). 以意向模式研究資訊人員之專業倫理行為. (博士論文), 國立中山大學資訊管理學系,
郭欣宗. (2016). 以計畫行為理論探討學生對 MOOCs 課程的使用意向. 國立雲林科技大學資訊管理系碩士論文
陳品妏. (2012). 探討行動應用程式之使用意向影響因素-分解計劃行為理論觀點. (碩士論文), 中央大學企業管理學系,
黃欣儀. (2002). 影響中小學教師網路進修使用程度相關因素之研究. (碩士論文), 國立中山大學資訊管理學系研究所,
黃燕忠, & 徐素婷. (2011). 資訊科技社群人才職能評估權重之研究. Paper presented at the KC 2011 第七屆知識社群研討會論文集.
英文文獻
Abbott, & Andrew. (1983). Professional ethics. American journal of sociology, 88(5), 855-885.
Ahmed, E., & Ward, R. (2016). Analysis of factors influencing acceptance of personal, academic and professional development e-portfolios. Computers in Human Behavior, 63, 152-161.
Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In Action control (pp. 11-39): Springer.
Ajzen, I. (1991). The theory of planned behavior. Organizational behavior
human decision processes, 50(2), 179-211.
Ajzen, I. (2002). Constructing a TPB questionnaire: Conceptual and methodological considerations.
Amabile, T. M., Hill, K. G., Hennessey, B. A., & Tighe, E. M. (1994). The Work Preference Inventory: assessing intrinsic and extrinsic motivational orientations. Journal of personality social psychology, 66(5), 950.
Armitage, C. J., & Conner, M. (2001). Efficacy of the theory of planned behaviour: A meta‐analytic review. British journal of social psychology, 40(4), 471-499.
Bagozzi, R. P., Davis, F. D., & Warshaw, P. R. (1992). Development and test of a theory of technological learning and usage. Human relations, 45(7), 659-686.
Bamett, L. (1990). Playfulness: Definition, design, and measurement. Play Culture, 3(4), 3.
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American psychologist, 37(2), 122.
Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ, 1986.
Byrd, T. A., & Turner, D. E. (2000). Measuring the flexibility of information technology infrastructure: Exploratory analysis of a construct. Journal of Management Information Systems, 17(1), 167-208.
Byrd, T. A., & Turner, D. E. (2001). An exploratory analysis of the value of the skills of IT personnel: Their relationship to IS infrastructure and competitive advantage. Decision Sciences, 32(1), 21-54.
Campbell, J. P., & Pritchard, R. D. (1976). Motivation theory in industrial and organizational psychology. Handbook of industrial organizational psychology, 1(63), V130.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly, 319-340.
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: a comparison of two theoretical models. Management science, 35(8), 982-1003.
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1992). Extrinsic and intrinsic motivation to use computers in the workplace 1. Journal of applied social psychology, 22(14), 1111-1132.
Fishbein, M., & Ajzen, I. (1977). Belief, attitude, intention, and behavior: An introduction to theory and research.
Fishbein, M., & Ajzen, I. (1980). Predicting and understanding consumer behavior: Attitude-behavior correspondence. Understanding attitudes predicting social behavior, 148-172.
Fornell, C., & Larcker, D. F. (1981). Structural equation models with unobservable variables and measurement error: Algebra and statistics. In: SAGE Publications Sage CA: Los Angeles, CA.
Ginzberg, M. J., & Baroudi, J. J. (1988). MIS careers—a theoretical perspective. Communications of the ACM, 31(5), 586-594.
Hampton, N. Z., & Mason, E. (2003). Learning disabilities, gender, sources of efficacy, self-efficacy beliefs, and academic achievement in high school students. Journal of school psychology, 41(2), 101-112.
Herbert, T. T. (1981). Dimensions of organizational behavior: Macmillan College.
Jain, A., & Gupta, M. (2017). Evolution and Adoption of programming languages. 5(1).
Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of educational Psychology, 97(2), 184.
Lodahl, T. M., & Kejnar, M. (1965). The definition and measurement of job involvement. Journal of applied psychology, 49(1), 24.
Lumsden, L. S. (1994). Student motivation to learn.
Madden, T. J., Ellen, P. S., & Ajzen, I. (1992). A comparison of the theory of planned behavior and the theory of reasoned action. Personality social psychology Bulletin, 18(1), 3-9.
Malone, T. W. (1981). Toward a theory of intrinsically motivating instruction. Cognitive science, 5(4), 333-369.
McCown, R., Driscoll, M., & Roop, P. (1996). Facilitating student motivation. Educational psychology review, 278-309.
Moon, J.-W., & Kim, Y.-G. (2001). Extending the TAM for a World-Wide-Web context. Information management, 38(4), 217-230.
Noe, R. A., & Schmitt, N. (1986). The influence of trainee attitudes on training effectiveness: Test of a model. Personnel psychology, 39(3), 497-523.
Nunnally, J. (1978). Psychometric methods. In: New York: McGraw-Hill.
Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. Advances in motivation achievement, 6, 117-160.
Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International journal of educational research, 31(6), 459-470.
Porter, L. W., Steers, R. M., Mowday, R. T., & Boulian, P. V. (1974). Organizational commitment, job satisfaction, and turnover among psychiatric technicians. Journal of applied psychology, 59(5), 603.
Regueras, L. M., Verdu, E., Verdu, M. J., & de Castro, J. P. (2011). Design of a competitive and collaborative learning strategy in a communication networks course. IEEE Transactions on Education, 54(2), 302-307.
Schunk, D. H. (1989). Self-efficacy and achievement behaviors. Educational psychology review, 1(3), 173-208.
Slavin, R. E. (1994). Educational Psychology: Theory Research and Practice. In: Boston: Allyn and Bacon.
Stipek, D., Feiler, R., Daniels, D., & Milburn, S. (1995). Effects of different instructional approaches on young children's achievement and motivation. Child development, 66(1), 209-223.
Taylor, S., & Todd, P. (1995). Understanding information technology usage: A test of competing models. Information systems research, 6(2), 144-176.
Tharenou, P. (2001). The relationship of training motivation to participation in training and development. Journal of Occupational Organizational Psychology, 74(5), 599-621.
Venkatesh, V. (1999). Creation of favorable user perceptions: Exploring the role of intrinsic motivation. MIS quarterly, 239-260.
Venkatesh, V. (2000). Determinants of perceived ease of use: Integrating control, intrinsic motivation, and emotion into the technology acceptance model. Information systems research, 11(4), 342-365.
Venkatesh, V., & Davis, F. D. (1996). A model of the antecedents of perceived ease of use: Development and test. Decision Sciences, 27(3), 451-481.
Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management science, 46(2), 186-204.
Venkatesh, V., & Speier, C. (1999). Computer technology training in the workplace: A longitudinal investigation of the effect of mood. Organizational behavior human decision processes, 79(1), 1-28.
Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of educational Psychology, 82(1), 51.