Based on social cognitive theory, this study developed a theoretical model involving personal cognition, social influence and college teachers' intention of knowledge sharing on educational blog. The empirical results revealed that:(1)both personal cognition factors (outcome expectations and self-efficacy)and social influence factor (trust) positively affected college teachers' intention of knowledge sharing on educational blog;(2)four kinds of outcome expectations (expected rewards, expected reciprocity, expected reputation and expected professional development ) had different impacts on college teachers' intention of knowledge sharing on educational blog;(3)self-efficacy had both direct and indirect effects on college teachers' intention of knowledge sharing on educational blog. This study not only confirmed the relationships between personal cognition, social influence and knowledge sharing intention of college teachers on educational blog, but also provided some meaningful suggestions for service operators optimizing the educational blog management.%基于社会认知理论,构建了个体认知、社会影响与高校教师教育博客知识共享的理论模型. 实证检验表明:个体认知类因素(结果预期和自我效能)和社会影响类因素(信任)均会对高校教师教育博客知识共享意愿产生积极的影响;四个结果预期变量(预期的奖酬、预期的互惠、预期的声望和预期的成长)对高校教师教育博客知识共享意愿的影响功效并不等同;自我效能除了对高校教师教育博客知识共享意愿有直接效用,且会通过四个结果预期变量的中介效用间接影响高校教师教育博客知识共享意愿. 在厘清个体认知、社会影响与高校教师教育博客知识共享意愿之间的逻辑关系的基础上,对服务运营商优化教育博客管理提出了一些建议.
展开▼
