本研究以澎湖地區高中暨大學觀光餐旅科系學生(排除高一及大一)為研究對象,探討當地就讀學生的學習滿意度對其留鄉工作態度的影響,並檢驗創造力與社會資本的中介效果。本研究進行兩回合的問卷調查,第一回合回收有效樣本258份,進行驗證性因素分析,以確認各量表之因素結構;第二回合回收有效樣本389份,進行結構方程分析,以建構其預測模型。本研究結果發現,對通識基礎課程越滿意者,留在澎湖工作的自主感越高,且孤立感越低;對專業實務課程越滿意者,對澎湖風土民情的友善感受越高,但孤立感也越高;對職涯準備課程越滿意者,留在澎湖工作的自主感和友善感都會越高。若鼓舞畢業學生續留澎湖工作是當地重要的教育目標,這些變項的複雜互動和綜整影響,均會對教學策略和輔導措施有所啟示。
This study investigated the influence of learning satisfaction on the attitude toward rural practices among students in Penghu. The research participants were nonfreshmen students enrolled in tourism programs at National Magong High School and National Penghu University of Science and Technology. A total of 258 and 389 valid samples were collected for confirmatory factor analysis and structural equation modeling, respectively. The results revealed high learning satisfaction regarding the general curriculum, a high sense of autonomy and low sense of isolation regarding rural practices; high learning satisfaction regarding the practical curriculum, a high sense of friendliness and isolation regarding rural practices; high learning satisfaction regarding the career preparation curriculum, and a high sense of autonomy and friendliness regarding rural practices. The complex variable interactions and synthesized effects of the variables in this study may have critical implications for instructional strategies and guidance interventions for encouraging graduates to remain in places where they have studied.