Web 2.0 Personal Learning Environments (PLEs) have been proposed as a new method to promote the use of Web 2.0 tools for learner-centered personal learning. However, few studies have examined students’ attitudes toward Web 2.0 PLEs or, more specifically, the factors influencing students’ positive attitudes or willingness toward Web 2.0 PLEs. This study investigates the effects of self-regulating capabilities (e.g., metacognition and time management), tool literacy, and information literacy on preservice teachers’ attitudes toward using Web 2.0 for constructing their PLEs. Participants included 137 undergraduate students in education at a large Midwestern university in the United States, who completed a survey focused on: (1) attitudes toward building a Web 2.0 PLE; (2) metacognitive self-regulation; (3) time and study environment; (4) tool literacy; and (5) information literacy. Results indicated that tool literacy and metacognitive self-regulating capabilities had predictive effects on preservice teachers’ attitudes regarding building PLEs with Web 2.0 tools. The findings of this research offer meaningful implications for researchers and educators about which essential competencies need to be fostered before students are asked to build their own Web 2.0 PLE.

已经提出了Web 2.0个人学习环境（PLEs）作为一种新方法，以促进将Web 2.0工具用于以学习者为中心的个人学习。但是，很少有研究检查学生对Web 2.0 PLE的态度，或更具体地说，是影响学生对Web 2.0 PLE的积极态度或意愿的因素。这项研究调查了自我调节能力（例如，元认知和时间管理），工具素养和信息素养对职前教师使用Web 2.0构建其PLE的态度的影响。参与者包括美国中西部一所大型大学的137名教育学本科生，他们完成了一项针对以下方面的调查：（1）对构建Web 2.0 PLE的态度；（2）元认知自我调节；（三）时间和学习环境；（4）工具素养；（5）信息素养。结果表明，工具素养和元认知自我调节能力对职前教师使用Web 2.0工具构建PLE的态度具有预测作用。这项研究的发现为研究人员和教育工作者提供了有意义的启示，即在要求学生建立自己的Web 2.0 PLE之前，需要培养哪些基本能力。