|
1.王典謨(1987),職業訓練研究,台北市:工商教育出版社。 2.王家通(1995)。教育導論。高雄:麗文。 3.王嘉祐、杜崇勇(2019)。學生參與校外實習之學習態度及學習成效之研究-以康寧大學北部校區為例。中華創新發展期刊,4(4),19-33。 4.皮連生(1995)。教育心理學。臺北市:五南。 5.白玥淳、洪惠娟(2017)。電腦輔助造型設計課程學生學習態度對 學習滿意度影響之研究。美容科技學刊,14(1),14-1-03。 6.池進通、李鴻文、劉慶湘、許志賢(2007)。員工學習態度與學習滿意度關係之研究。生物與休閒事業研究,5(1),58-76。 7.李咏吟(2001)。學習輔導-學習心理學的應用。臺北:心理。 8.李亭儀(2014)。有氧舞蹈學習態度、學習成效與課程滿意度之實證研究。運動 與遊憩研究,9(2),50-66。 9.李勇輝(2017)。學習動機、學習策略與學習成效關係之研究-以數位學習為例,經營管理學刊,14,68-86。 10.汪瑞芝、廖玲珠(2008)。會計習作課程之學習行為與學習成效。當代會計,第9卷第1期,105-130。 11.余煥模(1983),職業訓練在未來經社發展中的角色,職業與訓練月刊,第4卷第2期,31-35頁。 12.吳婉如(1993)。台灣地區長青學苑教師教學型態與學員學習滿意度研究。社會教育學刊,22,211-225。 13.吳武典(2000)。輔導原理。臺北市:心理。 14.吳明隆(2003)。SPSS統計應用學習實務:問卷分析與應用統計。台北市:知城數位科技。 15.吳佳玲(2007)。大學生禮儀課程之學習動機與學習滿意度調查研究。遠東學報, 25(4)。 16.吳銘達、鄭宇珊(2010)。教師教學行為、學生學習動機對學習成效之影響:階層線性模式分析。中等教育,61(3),32-51。 17.吳思達、林安南(2005),提升與健全職訓品質之策略-TQM觀點2006-2010年國家職訓中程策略規劃專案-職訓發展分區座談會,45-58頁。 18.周菡苹、宋靜怡、吳玫瑩、謝齊莊(2020)。國小學童教師支持、學習態度及學習成效之相關性-以新北市某國小高年級生為例。管理實務與理論研究,14(1),33- 49。 19.林聰明(1998),我國職業訓練與就業服務之現況與展望,職業訓練雙月刊, 16(2),26-33。 20.林孟眉、涂鵬斐、楊子孟、林東興(2017)。空中學院學生之學習動機與學習成效相關研究。數位與開放學習期刊,7,80-93。 21.林季佳、邱紹一(2022)。技術型高中學生之學習動機、學習態度及學習滿意度之研究,育達科大學報,50,159-184。 22.涂金堂(2012),SPSS與統計應用分析(二版),台北市:五南圖書出版股份有限公司。 23.秦夢群(1999)。教育行政。台北市:五南。 24.張春興(1996) :教育心理學:三化取向的理論與實踐。臺北市:東華。 25.張春興、林清山(1989)。教育心理學。台北:東華。 26.張春興(2003):教育心理學:三化取向的理論與實踐。台北市:東華。 27.張志傑、黃希庭、崔麗弦(2004),大學生時間管理傾向與學習滿意度:遞增效度的分析,西南大學學報,人文社會科學版,第4期,42-45頁。 28.張弘勳、郭洛伶,(2017)。台南市國中生表演藝術課程的學習態度與學習滿意度。學校行政雙月刊,119,31-68。 29.康自立(1987),企業內之職業訓練,就業與訓練,5(1),5-11。 30.陳武雄、黃敏雄(2005),技職教育與職訓整合發展趨勢,2006-2010年國家職訓中程策略規劃專案-職訓發展分區座談會,19-31。 31.陳聰勝等著(2007),各國職業訓練制度,台北:五南圖書公司。 32.陳勇祥(2012),反思提問在輔導管教的應用,師友月刊,540,68-72。 33.陳春安(2021)大學體育課學生學習動機、學習滿意度與學習成效之研究。臺大體育學報, 41,19-31。 34.陳正昌等著(2011),多變量分析方法:統計軟體應用(6版),台北:五南圖書公司。 35.黃良志(2005),政府與企業在職訓的角色與分工議題背景資料說明,2006-2010年國家職訓中程策略規劃專案-職訓發展分區座談會,7-10頁。 36.曾妙音、王雅玲、李瓊雯、張恬瑜(2011)。父母社經地位與國中生學習動機、學業成就之相關性研究。家庭教育雙月刊,32,6-27。 37.葉子明、白凢芸、張維茜(2022)。校外教育教學的認知、學習態度、學習滿意度對國小學童學習成效之影響。運動與遊憩評論,第十期,1~29。 38.鄭麗媛、李思賢、陳政友(2009)。合作學習與訊息回饋策略對修習健康與體育 教材教法之學生學習成效的影響。健康促進與衛生教育學報,32,65-86。 39.樊祖燁、潘博宇(2021)。雙因子理論對學生學習成就之影響-以學習態度作為中介變數。商管科技季刊,22(2),257-297。 40.盧昆宏、洪純福(2005),國內人力培訓之現況與發展策略之探討,2006-2010年國家職訓中程策略規劃專案-職訓發展分區座談會,69-88。 41.錢昭萍、梁麗珍,(2017)。認知風格和多元智能對學習動機與學習成效之影響-以科技大學大一國文課數位化教學為例。國立臺灣科技大學人文社會學報, 13(4),325-58。 42.韓美文(2014)。從課程與證照結合探討課程學習動機、證照取得動機及學習態度對學習成效之影響。慈濟技術學院學報,23,137-153。 43.顏佩如、劉健慧、葉又菱,(2021)。教專生學習動機與學習滿意度之研究。臺灣教育評論月刊,10(7),85-92。 44.藍俊雄、呂怡萱(2020)。探討國中生英語補習經驗與學習成果之研究。管理資訊計算,9(1),27-38。 1.Abraugh, J. B. (2000). How Classroom Environment and StudentEngagement Affecting in Internet-based MBA Courses. Business Communication Quarterly, 4, 9-26. 2.Ashton, D., Green, F., Sung, J., & James, D. (2002). The evolution of education and training strategies in Singapore, Taiwan and S. Korea: A development model of skill formation. Journal of Education and Work, 15(1), 5-30. 3.Afzal, H., Ali I., Khan, M.A., & Hamid, K. (2010). A study of university students’ motivationand its relationship with their academic performance. International Journal of Business and Management, 5(4), 80-88. 4.Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall. 5.Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147. 6.Bagozzi, R. P. & Yi, Y. (1988), On the Evaluation fo Structural Equation 77 Models, Journal of the Academy of Marketing Science, 16(1), 74-94. 7.Binner, P. M., Dean, R. S. & Millinger, A. E. (1994), Factors underlying distance learner satisfaction, The American Journal of Distance Education, 4, 232-238. 8.Block, L., Jesness, R., & Schools, M. P. (2013). One-to-One Learning with iPads: Planning & Evaluation of Teacher Professional Development. College of Education, Leadership & Counseling. University of ST.Thomas Minnesota. 9.Chu, T.-H., & Chen, Y.-Y. (2016). With good we become good: Understanding e-Learning adoption by theory of planned behavior and group influences. Computers & Education, 92, 37-52. 10.Domer, D., Carswell, J., & Spreckelmeyer, K. (1983). Understanding educational satisfaction. The University of Kansas School of Architecture and Urban Design. (ERIC Document Reproduction Service No. ED 232 600). 11.Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227- 268. https://doi.org/10.1207/S15327965PLI1104_01 12.Elliott, K. M. (2003). Key determinants of student satisfaction. Journal of College Student Retention, 4(3), 271-279. 13.Fishbein, M., & Ajzen, I. (1972). Attitudes and normative beliefs as factors influencing behavioral intentions. Journal of personality & Social Psychology, 21, 1-9. 14.Fishbein, M. & Ajzen, I. (1975), Belief, Attitude, Intention, and Behavior, An Introduction to Theory and Research, Mass: Addison-Wesley Publishing Company, Inc. 15.Fornell, C. & Larcker, D. F. (1981), Evaluating Structural Equation Models with Unobservable Variables and Measurement Error, Journal of 81 Marketing Research, 18(1), 39-50. 16.Flammger, D. M. (1991), Nontraditional Students and Postsecondary School Satisfaction, Master Thesis, Niagara University, Niagara, NY. 17.Good, T. L. & Brophy, J. E. (1984). Looking in classrooms. New York, NY: Harper & Row. 18.Guilford, J. P., Fundamental statistics in psychology and education, 4th ed., New York: Mc Graw-Hill (1965). 19.Gruzd, A., Staves, K., & Wilk, A. (2012). Connected scholars: Examining the role of social media in research practices of faculty using the UTAUT model. Computers in Human Behavior, 28(6), 2340-2350. 20.Herzberg, F. (1966). Work and the Nature of Man. Cleveland: World Pub. Co. 21.Ismail, A., Hasan, A., & Sulaiman, A.Z. (2010). Supervisor’s role as an antecedent of training transfer and motivation to learn in training programs. Acta Universitatis Danubius, 2, 18-37. 22.Im, I., Hong, S., & Kang, M. S. (2011). An international comparison of technology adoption testing the UTAUT model. Information & Management, 48(1), 1-8. 23.Jaemjan, S., Praweenya, S., Pimpan, D. (2015). Virtual Field Trips with Inquiry learning and Critical Thinking Process: A Learning Model to Enhance Students’ Science Learning Outcomes. Procedia - Social and Behavioral Sciences, 197, 1721-1726. 24.Knowles, M. S. (1970), The modern practice of adult education: Andragogy versus earning and the learning organization: Examining the connection between the individual and the learning environment, Human Resource Development Quarterly, 9(4), 365-375. 25.Kaiser, H. (1974). An index of factorial simplicity. Psychometrika, 39, 31-6. 26.Koff, L., & Mullis, R. (2011). Nutrition Education and Technology: Can Delivering Messages via New Media Technology Effectively Modify Nutrition Behaviors of Preschoolers and Their Families? Journal of Nutrition Education and Behavior, 43(4), S40-S40. 27.Long, H. B. (1989), Contradictory expectations? Achievement and satisfaction in adult learning, Journal of Continuing Higher Education, 33(3), 10-12. 28.Murdick, R. G., Moor, R. C., & Eckhouse, R. H. (1989). Business Policy and Atrategy: An Action Guide. Columbus, Ohio: Pub. Horizons. 29.Marzano, R. J. (1992). A Different Kind of Classroom: Teaching with Dimensions of Learning. Alexandria, VA: ASCD. 30.Merrill, M. D.,andD.Twitchell. (1994). Instrctional design theory. Englewood Cliffs, NJ:Educational TechnologyPublications. 31.McInerney, D. M., Cheng, R. W. Y., Mok, M. M. C., & Lam, A. K. H. (2012). Academic self-concept and learning strategies: Direction of effect on student academic achievement. Journal of Advanced Academics, 23(3), 249-269. 32.Mosher, B. (2016). 3 Ways to Flip the Classroom. Chief Learning Officer, 15(1), 12. 33.Nunnally, J. C. (1978), Psychometric Theory (2nd ed ). New York: McGraw-Hill. 34.Oliver, R. L. (1997), Satisfaction: A Behavioral Perspective on the Consumer. New York: McGraw-Hill Education. http://dx.doi.org/10.4324/9781315700892 35.Pintrich, P. R., Smith, D. A. F., & McKeachie, W.J.(1989). A Manual for the use of the Motivated Strategies for Learning Questionnaire(MSLQ). Mich:National Center for Research to Improve Postsecondary Teaching and Learning (NCRIPTAL). School of Education, The University Michigan. 36.Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801-813. 37.Piccoli, G., Ahmad, R., & Ives B. (2001). Web-Based Virtual Learning Environment: A Research Framework and a Preliminary Assessment of Effectiveness in Basic IT Skill Training, MIS Quarterly, 25(4), 401-426. 38.Sears, D.O., Peplau, L.A. and Taylor, S.E. (1991). Social Psychology. Englewood Cliffs: Prentice Hall. 39.Stipek, D. (1995). Effects of different instructional approaches on young 26 children’s achievement and motivation. Child Development, 66(1), 209-223. 40.Story, P. A., Hart, J. W., Stasson, M. F., & Mahoney, J. M. (2009). Using a two-factor theory of achievement motivation to examine performance-based outcomes and selfregulatory processes. Personality and Individual Differences, 46(4), 391-395. 41.Tough, A. M. (1979). Major learning effects: recent research and future .Psychology, 56(2), 173-176. 42.Towle, M. (1982). Learning how to be a student when you have a learning disability. Journal of Learning Disability, 15(2), 90-93. 43.Tough, A. (1982). Some major reasons for learning. Eric Document Reproduction Service No. ED, 33, 251. 44.Tai, C.-F., Chen, R.-J., & Lai, J.-L. (2003). How technological and vocational education can prosper in the 21st century. IEEE Circuits and Devices Magazine, 19(2), 15-51. 45.Ulrich, R., Katharina, K. (2016).Why leave the classroom? How field trips to the church affect cognitive learning outcomes. Learning and Instruction, 41, 106-114 46.Young, J. L., Dongjoo, L. (2015). Factors Influencing Learning Satisfaction of Migrant Workers in Korea with E-learning-Based Occupational Safety and Health Education. Safety and Health at Work, 6(3), 211-217. 47.Yuchuan, W., Lungfar, H., Jungjei, L. (2015). What’s The Relationship between Learning Satisfaction and Continuing Learning Intention? Procedia - Social and Behavioral Sciences, 191, 2849-2854. 48.Yaling, W., Jiajen H. (2015). Skill learning attitudes, satisfaction of curriculum, and vocational self-concept among junior high school students of technical education programs. Procedia - Social and Behavioral Sciences, 174, 2862-2866. 三、網站資料 1.勞動統計查詢網(2019)。檢自:https://statdb.mol.gov.tw/evta/jspProxy.aspx?sys=100&kind=10&type=1&funid=wqrymenu2&cparm1=wq13&rdm=qViiicbp 2.勞動部勞動統計網(2022)。統計報告。檢自:https:// reurl.cc/2b8kpO。 3.行政院主計總處(2022)。檢自: https://www.stat.gov.tw/public/Attachment/01210175434J9NJE4Q.pdf 4.全國法規資料庫職業訓練法。檢自: https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=N0080001 5.勞動力發展署職能基準。檢自: https://www.wda.gov.tw/Content_List.aspx?n=83376F561B7165E6 6.全國法規資料庫。就業服務法。檢自: http://law.moj.gov.tw/LawClass/LawContentIf.aspx?PCODE=N0095 7.全國法規資料庫。職業訓練法。檢自: http://law.moj.gov.tw/LawClass/LawContentIf.aspx?PCODE=N0080001 8.全國法規資料庫。職業訓練法施行細則。 http://law.moj.gov.tw/LawClass/LawContentIf.aspx?PCODE=N0080002
|