美容系學生學習動機、學習滿意度與學習成效關係之研究

On Relationships among Learning Motivation, Learning Satisfaction and Learning Achievement for Students in the Department of Styling and Cosmetology

郭美貝(Mei-Pei Kuo) ； 吳立安(Li-An Wu)

《美容科技學刊》 9卷4期 (2012/12) Pp. 59-78

https://doi.org/10.30001/JIES.201212.0004

摘要

本研究透過問卷調查方式蒐集樣本資料進行統計分析，藉以探討學生學習動機、學習滿意度與學習成效之間的關係，其中學習動機包含求知興趣、學校評價、外界期望等三個向度，學習滿意度包含教師教學、學校行政、課程與學習環境等三個向度，學習成效則包含學習成效單一向度。本研究以一百學年度嘉義地區某技術學院美容系學生為研究對象，共計發放250份問卷，有效樣本228份，有效回收率達91.2%。在樣本資料回收後，透過因素分析、信度分析、平均數檢定法、迴歸分析以及集群分析等統計方法進行分析，研究結果顯示，不同性別、年級、專業證照、高中（職）背景、工作（打工）經驗、畢業後進路規劃等背景變項在學習動機、學習滿意度與學習成效等構面上，並沒有顯著差異，不同年級在學習成效構面上也沒有顯著差異，不同年級在學習動機與學習滿意度構面上則有顯著差異；學習動機對學習滿意度、學習動機對學習成效、學習滿意度對學習成效分別具有顯著正向影響關係，學習動機則會透過學習滿意度的部分中介效果影響學習成效；受測樣本亦可透過集群分析分為高學習成效群與低高學習成效群等二群。

關鍵字

學習動機 ； 學習滿意度 ； 學習成效

並列摘要

This study is to explore relationships among learning motivation, learning satisfaction and learning achievement by a questionnaire survey. Learning motivation and learning satisfaction are respectively consisted of three factors while learning achievement is consisted of only one factor. Sample data is collected from students in the department of styling and cosmetology of an institute of commerce and technology in Chiayi area. 250 questionnaires are employed where 228 questionnaires are effective so that the effective response rate is 91.2%. To analyze the collected sample data the statistical analysis methods employed include factor analysis, reliability analysis, t-test, analysis of variance, regression analysis and cluster analysis. It is found that the second-grade students are higher than the others for learning motivation, and are higher than the first-grade students with respect to learning satisfaction. Apart from these, other intervening variables do not result in significantly different. It is found that learning motivation has significant positive effect on both of learning satisfaction and learning achievement, and learning satisfaction has significant positive effect on learning achievement. In addition, learning satisfaction may be treated as a partial mediator variable between learning motivation and learning achievement. The sample could also be divided into two clusters which are named as high learning achievement and low learning achievement.

並列關鍵字

Learning motivation ； Learning satisfaction ； Learning achievement

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