本研究旨在探討餐旅學生之的學習型態、人格特質與學習表現之關係。研究對象為四所設有餐旅管理科系學校之學生,共發出600份問卷,回收有效問卷379份,有效回收率為63.17%。研究工具為結構性問卷,其一為人格特質量表(Mini-Marker, 1994),二為學習型態量表(KLSI, 1984),以相關分析、單因子變異數(ANOVA)與複迴歸分析,進行人格特質、學習型態與學習表現之關聯與預測分析。研究結果發現,台灣餐旅學生學習型態以「適應者」、「收斂者」居多;人格特質中「情緒敏感性」、「經驗開放性」、「親和性」顯著影響學習型態;「嚴謹自律性」與「經驗開放性」對學習型態均有顯著正相關。另外,在檢驗人格特質、學習型態構面與人口特性的預測能力時發現,人格特質中僅有「情緒敏感性」、「嚴謹自律性」、「經驗開放性」可以有效預測學習表現;但是學習型態無法預測學習表現;最後,人口特性中的「年齡」與「性別」是學習表現的最有效預測數。本研究結果有助於餐旅教育者在教學訓練與設計課程時參考運用。
The purposes of this study were to examine the relationship between personality, learning styles and learning performance. A survey was distributed to 600 students who had majored in hospitality management programs at four schools. Of the 376 valid samples, representing a response ratio of 63.17%, the structured questionnaire included scales such as Mini-Maker (1994) and KLSI (1989) aimed at evaluating the predictive power and correlation between personality, learning style and learning performance by using correlation, ANOVA, and multiple regression analysis. Empirical results indicate that most of the hospitality students in Taiwan belong to the ”accommodators” and ”convergers”. The ”neuroticism”, ”openness to experience” and ”agreeableness” dimensions of Big-five personality had impacts on learning style. And the ”conscientiousness” and ”openness to experience” are significantly and positively related to learning style. As for the examination of personality, we found that only ”conscientiousness”, ”conscientiousness” and ”openness to experience” exhibit predictive power over learning performance; but learning style can not predict learning performance. Finally, demographic variable's age and sex are the best preditors of learning performance. Implications on school teachers, teaching and designing curriculum are subsequently discussed.