摘 要 本研究旨在探討科技大學學生參與校外實習之學習壓力、學習滿意度與職涯發展之相關情形。採問卷調查法作為研究工具,以中部地區之科技大學學生為研究對象,採立意抽樣方式進行問卷調查,共發出350份問卷,回收有效問卷共324份,有效回收率為92.6%。所得資料經描述性統計、獨立樣本t檢定、皮爾森績差相關分析與逐步回歸分析後,結果如下:科技大學學生校外實習學習壓力並不高;科技大學學生校外實習學習滿意度良好;科技大學學生校外實習後職涯發展大多偏向職業認同。研究亦發現,實習一學年學生在學習壓力、學習過程滿意與職業認同上高於實習一學期學生;私立學校學生學習壓力高於公立學校學生。研究發現,學習滿意越高,其職業認同越強烈;學習壓力越大,場域轉換的傾向越高;學習成效滿意越高,場域轉換的傾向越低。另外,學習壓力可正向預測場域轉換;學習滿意正向預測職業認同;學習成效滿意可負向預測場域轉換。最後,根據本研究結果提出建議,以供教育相關單位參考。
Abstract This study aimed to investigate the university students to participate in off-campus internships pressure of learning, learning satisfaction & career development. Questionnaire survey as a research tool to university students in central Taiwan for the study, purposive sampling questionnaires were issued 350 questionnaires were distributed a total of 324 valid questionnaires,the effective rate was 92.6%. The data by descriptive statistics, independent sample t test, pearson correlation analysis & stepwise regression analysis, the results are as follows: university students studying pressure is not high; university students'' learning satisfaction of good practice; technology career development practice for students of the university of favor mostly vocational identity. The study also found that students in learning academic year internship pressure, & higher satisfaction with the learning process of students on a semester internship, professional identity; private school students to learn a pressure higher than public school students. The study also learned that the higher the satisfaction of learning, the more intense their vocational identity; the greater the academic pressure, the higher the tendency field conversion; learning satisfaction is higher, the lower the tendency field conversion. In addition, the study can predict the pressure field conversion;learning satisfaction positively predicted vocational identity;learning satisfaction may negatively predict field version.Finally, make recommendations based on the results of this study of education-related units of reference.
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