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題名:成人技職繼續教育參與動機與障礙因素之相關研究
作者:陳志樺
作者(外文):chih-hua chen
校院名稱:彰化師範大學
系所名稱:工業教育學系
指導教授:戴文雄
學位類別:博士
出版日期:2002
主題關鍵詞:成人教育繼續教育動機障礙adulteducationcontinuing educationmotivationbarrier
原始連結:連回原系統網址new window
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  • 被引用次數被引用次數:期刊(20) 博士論文(6) 專書(0) 專書論文(0)
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本研究旨在探討成人技職繼續教育參與動機與障礙因素,同時,並探討個人背景變項與參與動機及參與障礙間的關係,以及不同背景變項對參與動機與參與障礙的影響。期望提供本研究成果,作為政府相關機構及其他成人繼續教育訓練單位,作為課程規劃與訓練設計等方面的參考依據。
首先透過文獻探討,蒐集國內外相關文獻和資料,經整理、分析及摘錄與本研究有關之資料作為本研究之理論基礎及作為編製參與動機量表、參與障礙量表之參考。
本研究以高職進修學校、二專進修部與二技進修部學生為抽樣母體進行實地施測,共發出2935份問卷,高職補校1510份,佔樣本總數51.45%;二專進修部770份,佔樣本總數26.24%;二技進修部655份,佔樣本總數22.32%。回收2806份,得有效問卷2743份,有效回收率為93.46%,資料除施以平均數、標準差之計算,且以t考驗、多變項變異數分析、Pearson積差相關、點二系列相關以及相關比等統計方法,對所得資料施以統計處理與分析,考驗各項研究假設。經資料統計分析後,本研究獲致以下之結論:
一、我國成人繼續教育參與者的參與動機包括職業進展、自我發展、逃避或刺激、社會服務、外界期望、社交關係、求知興趣等七個向度。
二、我國成人繼續教育參與者的參與障礙包括情境障礙、機構障礙、意向障礙等三個向度。
三、不同的性別、年齡、學歷、離校時間、學制、年級、職業、工作年資、婚姻狀況、月收入、子女數、學校與居住地交通時程、學校與居住地交通時程、再進修意願、及配偶學歷之成人繼續教育參與者,其在參與動機上有顯著差異存在。
四、不同的性別、年齡、學歷、離校時間、學制、年級、職業、工作年資、婚姻狀況、月收入、子女數、學校與工作地交通時程、學校與居住地交通時程、再進修意願、及配偶學歷之成人繼續教育參與者,其在參與障礙上有顯著差異存在。
五、成人繼續教育參與者的參與動機與若干項個人背景變項間的相關達顯著水準。
六、成人繼續教育參與者的參與障礙與若干項個人背景變項間的相關達顯著水準。
七、成人繼續教育參與者進修或升學的訊息之取得,主要的資訊來源為朋友、同學、家人告知、向學校詢問及網路。
最後,依據研究發現與結論,對於政府教育行政單位、學校教育行政單位、及學校招生單位提出數項建議。
The purposes of this study were to investigate the motivations and barriers of participation in adult continuing education, examine the relationships among motivation, barriers of participation, and student’s background characteristics.
Literature review was first used to investigate the connotation and the relationship of these variables, so as to establish a basis for the research theory. Next, according to the literature review, inventory include motivation orientations and barrier factors of adult attending continuing education, were created as instruments for gathering empirical data.
The population was composed of the students in the vocational industrial high school of continuing education, and the students in the college of continuing education. The sample included 1,510 students enrolled in the vocational industrial high school of continuing education, and 1,425 students enrolled in the college of continuing education.
The statistics procedures employed for the analysis of the distribution of the basic data were frequency distribution, percentage, means, standard deviation, t-test, Pearson’s product-monent correlations, cannonical correlation analysis and MANOVA.
The major findings of this study were as follows:
1. The motivation orientations of adult attending continuing education included occupational promotion, self-development, escape or stimulation, societal service, formal expect, social relationship, and learning interest.
2. The barriers factors of adult attending continuing education included situation, unit, and orientation.
3. There is a significant difference between the motivations of participation in adult continuing education for the differences of their gender, age, education background, service duration, grade, occupation, marriage, income, and so on.
4. There is a significant difference between the barriers of participation in adult continuing education for the differences of their gender, age, education background, service duration, grade, occupation, marriage, income, and so on.
5. There is a significant difference between the motivations of participation in adult continuing education and student’s background characteristics.
6. There is a significant difference between the barriers of participation in adult continuing education and student’s background characteristics.
7. The information of adult continuing education was get by friends, family, classmates, school, or network.
Finally, according the findings of this study, several recommendations for education administration units of government and school were suggested.
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