在數位文化發達與資訊爆炸的時代，隨著社交媒體的普及，網路迷因(Internet Meme) 已成為全世界都在使用的溝通方式，透過圖片加上簡單的文字，便能使現代人快速理解、認同，會心一笑甚至傳播分享給他人。網路迷因具有廣泛的應用潛力，然而過去台灣學者較多著重於行銷領域相關的研究，國外學者則在教育領域集中於探討學生群體的學習，現階段對於網路迷因如何影響成人學習所知甚少。因此，本研究欲探討在職工作者在網路迷因與學習投入間的關係，並檢視注意力在此段關係中是否可以解釋其中機制，以及檢驗內外控人格特質與正向情緒是否能調節網路迷因與注意力間的關係。
　　本研究採用問卷調查法，收集來自不同行業的在職工作者填答，並採三階段回收問卷，以避免共同方法變異之問題，有效問卷共232份。研究結果顯示：(1)網路迷因對學習投入有正向影響； (2) 注意力會部分中介網路迷因與學習投入間的關係；(3)內外控人格特質會調節網路迷因與注意力間的關係，內控傾向高時，網路迷因對注意力的正向關係增強，外控傾向高時，則沒有顯著差異；(4)正向情緒對於網路迷因與注意力間的關係之調節效果未獲支持。最後，本研究針對研究結果提出理論意涵與管理實務意涵，並對未來研究方向提出建議，以供後續研究參考。

In an era of digital culture and information explosion, with the widespread use of social media, Internet memes have become a globally utilized form of communication. Despite their broad application potential, currently, there is limited understanding of how Internet memes affect adult learning. Therefore, this study aims to explore the relationship between Internet memes and learning engagement among working professionals and to examine whether attention can explain this relationship. Additionally, it investigates whether locus of control personality traits and positive emotion can moderate the relationship between Internet memes and attention.
　　This study employed a survey method, collecting responses from working professionals across various industries, and utilized a three-phase questionnaire distribution to avoid common method variance, resulting in a total of 232 valid responses. The research findings indicate: (1) Internet memes positively influence learning engagement; (2) Attention partially mediates the relationship between Internet memes and learning engagement; (3) Locus of control personality traits moderate the relationship between Internet memes and attention, with a stronger positive relationship for those with a high internal locus of control, and no significant difference for those with a high external locus of control; (4) The moderating effect of positive emotion on the relationship between Internet memes and attention was not supported. Finally, this study discusses the theoretical and managerial implications of the findings and offers suggestions for future research directions for further reference.

論文審定書...........................................................i
摘 要...............................................................ii
Abstract...........................................................iii
目 錄...............................................................iv
圖 次................................................................v
表 次...............................................................vi
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 3
第二章 文獻探討 4
第一節 網路迷因 4
第二節 學習投入 5
第三節 網路迷因與學習投入 6
第四節 注意力對網路迷因與學習投入的中介效果 8
第五節 內外控人格特質的調節效果 9
第六節 正向情緒的調節效果 10
第三章 研究方法 12
第一節 研究架構與假設 12
第二節 研究樣本與抽樣方式 13
第三節 前測階段 14
第四節 測量工具 18
第五節 分析方法 21
第四章 研究結果 23
第一節 敘述性統計 23
第二節 驗證性因素分析 25
第三節 相關分析 26
第四節 假設檢驗 27
第五章 結論 33
第一節 理論意涵 33
第二節 管理實務意涵 34
第三節 研究限制與未來建議 36
參考文獻 38

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