推廣教育學員進修動機之研究：以文藻外語學院推廣教育中心為例

A Study of Extension Education Learners' Motivations-Example of Wenzao Ursuline College of Languages

胡珊綾(Shan-Ling Hu) ； 陳芳慶(Fang-Ching Chen)

《工業科技教育學刊》 1期 (2008/05) Pp. 105-114

https://doi.org/10.6306/JITE.2008.1.11

摘要

本研究以問卷調查法探討推廣教育學員進修非學分班語文課程動機，以第八十期推廣教育日文班（20班）351人為母群體，隨機叢集選取120名學員為施測對象。問卷調查結束後，回收111份有效問卷並進行資料分析，結論為：一、文藻外語學院推廣教育學員之進修動機以「認知興趣」取向最強。二、當學員面臨到對未來的不確定感或是對外在環境認識不足時，其參與動機會提高。三、未婚者較易因「自我發展」動機學習語文。四、性別與「自我發展」動機取向具顯著相關。五、高中職者較易因「社交關係」學習。隨著教育程度提高，越不易因「社交關係」取向動機學習語文。六、學習動機的面向應可分為：自我發展、社交關係、職業進展、社會刺激、認知興趣、生活改變等六個面向。

關鍵字

非學分班 ； 推廣教育 ； 動機

並列摘要

The aim of this study is to explore motivations of students who attend Non-credit Classes in Extension Education Center at Wenzao Ursuline College of Languages by questionnaire survey. The study is based on 351 students who take part in 80th term classes, among which 120 students were randomly sampled. After the statistical analysis, six conclusions were reached as follows:1. Among all of the motivation orientations, Cognitive Interest is the most influential one.2. Students have more intension to learn languages based on uncertainty or unknown toward the situation they stayed.3. Singles have more intention to learn languages based on Self-Development orientation than married.4. Gender and Self-Development orientations are significantly correlative.5. Students only graduate from senior high school or vocational school may likely learn languages based on Social Relationship orientation than ones with higher educational background.6. Learners' motivation could be divided into six orientations, such as Self-Development, Social Relationship, Professional Advancement, Society Stimulation, Cognitive Interest, and Life Change.

並列關鍵字

non-credit classes ； extension education ； motivation