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題名:工作熱情、自我導向學習傾向、學習動機與學習效能之關聯性研究: 以技專校院空中進修學院學生為例
作者:俞錚蓉
作者(外文):Yu,Cheng-Jung
校院名稱:國立彰化師範大學
系所名稱:工業教育與技術學系
指導教授:鍾瑞國
陳德發
學位類別:博士
出版日期:2019
主題關鍵詞:成人回流教育工作熱情自我導向學習傾向學習動機學習效能adult recurrent educationwork passionself-directed learninglearning motivationlearning effectiveness
原始連結:連回原系統網址new window
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成人回流教育是當今極為被重視的一項議題,尤其在變動快速的國際社會,活到老、學到老已是常態,如何了解一位成人回流教育學習者從工作回歸學習,並在工作中產生學習傾向且持之以恆,最終創造學習效能。本研究以自我效能為理論基礎,探討成人回流教育學習者之學習效能,如何受到工作熱情、自我導向學習傾向及學習動機之影響。企盼建構一套成人回流教育學習效能模式,提供技專校院空中進修學院成人回流教育相關政策制定及教學實務之參考。
  本研究目的探討空中進修學院學生之工作熱情、自我導向學習傾向、學習動機以及學習效能之關係,使用自陳式問卷作為資料收集與統計分析之工具,共發放650份問卷,回收535份,扣除無效問卷,有效回收394份,有效回收率73.6%。研究結果顯示,工作熱情會透過自我導向學習傾向及學習動機對於學習效能產生正向影響,研究亦發現,工作熱情對於學習動機的影響大於自我導向學習傾向,以及學習動機對於學習效能影響大於自我導向學習傾向。
Adult recurrent education is a highly valued issue today, especially in a fast-changing global society.“Live and learn”is very common nowadays. How to understand an adult learner tries to come back to study, thus creates learning tendencies and perseveres in learning at work, and finally produces learning effectiveness is a must. Based on the theory of self-efficacy, this study explores the learning effectiveness of adult recurrent education learners, how they are influenced by work passion, self-directed learning tendencies and learning motivation. We hope to construct a set of adult recurrent education learning effectiveness model. This study intends to provide references for teaching practice and policy development to adult recurrent education.
The purpose of this study is to investigate the relationship between work passion and learning effectiveness of adult learners. Self-report questionnaires have been conducted for data collecting and statistical analysis, which were divided into pre-tests and formal tests. 105 responses have been collected in pre-tests, in order to verify the applicability of the research tools. Of all the 650 questionnaires distributed, 535 responses were collected, and among them 394 were effective, representing a 73.6% effective rate. The results show that work passion has a positive impact on learning effectiveness through self-directed learning tendencies and learning motivation. the study also found that the influence of work passion on learning motivation is greater than that of self-directed learning. The influence of learning motivation on learning effectiveness is greater than that of self-directed learning.
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