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題名:計劃行為理論應用於大學生繼續選擇原校研究所意圖之研究
作者:劉健慧
作者(外文):Jian-hui Liu
校院名稱:國立臺南大學
系所名稱:教育經營與管理研究所博士班
指導教授:丁學勤
學位類別:博士
出版日期:2010
主題關鍵詞:行動/狀態導向特質滿意度知覺自主權支持計劃行為理論信任重要程度trustaction/state orientationsatisfactionperceived autonomy supportTheory of Planned Behaviorsalience
原始連結:連回原系統網址new window
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隨著高等教育普及化與教育市場化的趨勢,再加上少子化現象的加劇,大專院校在此競爭激烈的環境中,應如何留住大三大四學生使其繼續選擇原校研究所?瞭解學生之再購(原學校)意圖是擬定成功招生策略的要點之一。本研究旨在透過計劃行為理論(theory of planned behavior, TPB)探討大三大四學生選擇繼續報考原校研究所的意圖,將原始TPB模式中的變項(包括行為態度、知覺行為控制、主觀規範)依據選校影響因素、知覺風險等相關文獻加以具體化並修正其原始操作型定義,同時加入知覺自主權支持變項,期能建立一個適合且專門探討選校行為意圖的模型;另根據TPB原始變項的構成函數、消費者行為理論、行動控制理論,提出TPB模式中可能存在的干擾因子,包括滿意度、行動/狀態導向人格特質、對同儕朋友的信任、同儕朋友的重要程度,探討影響原始TPB模式中線性關係的可能原因,據此提供大專院校在擬定留住即將畢業學生相關策略之參考。
本研究採問卷調查法,研究對象為台灣各地區大學的大三大四學生,共計發出700份問卷,有效問卷為621份,有效問卷回收率為88.7%。在研究模式的建構上,先應用結構方程模式(SEM)驗證本研究的預測模式與實際資料的契合度,再以層級干擾迴歸分析(HMRA)來探討滿意度、行動/狀態導向人格特質、對同儕朋友的信任程度、同儕朋友的重要程度等四個干擾變項對知覺選擇原校研究所之工具性價值、知覺選擇原校研究所之風險控制、同儕朋友規範、知覺同儕朋友自主權支持與繼續選擇原校研究所意圖之間的干擾效果。
研究結果獲得下列主要發現。當學生知覺到繼續選擇原校研究所的工具性價值愈高時,則會有較高的意願繼續選擇報考原校研究所;當學生周遭的同儕朋友規範他繼續選擇原校研究所時,會增強他繼續選擇原校研究所的意圖;當學生感受到周遭的同儕朋友給予其自主權支持時,其繼續選擇原校研究所的意願也會跟著提高。在干擾變項方面,知覺選擇原校研究所之工具性價值對繼續選擇原校研究所意圖的影響會受滿意度和行動/狀態導向人格特質的干擾;同儕朋友規範對繼續選擇原校研究所意圖的影響會受滿意度和其對同儕朋友信任程度的干擾;知覺同儕朋友自主權支持對繼續選擇原校研究所意圖的影響會受滿意度、行動/狀態導向人格特質、對同儕朋友信任程度及同儕朋友重要程度的干擾。最後,提出實務意涵與未來研究建議。
Owing to marketization of higher education and the falling birth rate, how universities retain the junior and senior students to choose the research institute of their original school? This study probes into the intentions of junior and senior students about entering themselves for research institute examination of their original school with TPB. According to literature about school selection factors and perceived risk, TPB constructs, including attitude, perceived behavioral control, and subjective norm are concretized, perceived autonomy support is included additionally. Moreover, satisfaction, action/state orientation, trust and salience are moderators.
The study employs questionnaire survey. The population of this study is the junior and senior college students in Taiwan. All valid questionnaires are 621 copies. The research adopts the structural equation modeling (SEM) to analyze the relationship among research variables, then to understand the influence of moderators (satisfaction, action/state orientation, trust and salience towards peers/friends) by hierarchical moderator regression analysis (HMRA).
The empirical results of this study are following. If students perceive that choosing the research institute of their original school has high instrumental value, they will have high intentions to enter themselves for research institute examination of their original school; when their peers/friends think they should choose the research institute of their original school, they will have high intentions to enter themselves for research institute examination of their original school; if they perceive autonomy support from their peers/friends, it will enhance their intentions to enter themselves for research institute examination of their original school.
About moderating effects, satisfaction and action/state orientation will influence the positive effect of perceiving instrumental value of choosing research institute examination of students’ original school and their intentions to enter themselves for research institute examination of their original school. The positive effect of peers/friends norm and students’ intentions to enter themselves for research institute examination of their original school will moderated by satisfaction and trust. Satisfaction, action/state orientation, trust and salience towards peers/friends will moderate the positive effect of perceived peers/friends autonomy support and students’ intentions to enter themselves for research institute examination of their original school. Finally, we put forward practical implications of this study and propose on future research.
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