本研究探討準備公職考試對大學生在校學習成效的影響,並以學習策略作為中介變項進行分析。另外,針對大學生準備公職考試的科目領域與學校科系之相似程度,分析是否會對學校課程學習策略有不同效果,進而影響學習成效的好壞。並經相關文獻資料分析以後,採用吳淑禎與李咏吟(2007)的學習策略量表,對大三以上的大學生進行問卷調查,以了解目前大學生準備公職考試情形,並透過準備公職投入程度,分析對大學生學校課程學習策略及學習成效的影響。 透過問卷資料的統計分析,本研究結果發現: 一、大學生準備公職考試並不會顯著降低學生在學校課程的學習策略,且準備公職考試對學習策略應同時有正向及負向的外溢效果存在。 二、大學生準備公職考試對學習策略的影響,並不會因為公職考試的科目領域與學校科系之科目相似度而有所不同。 三、大學生學校課程的學習策略對學習成效大致具有正向影響。 四、大學生準備公職考試透過學習策略的中介效果,對學習成效具有負向影響。
This research discusses the influence of preparation for civil service examinations on learning outcome of college students using learning strategies as mediators. Moreover, this study examines if there are differences in learning strategies on courses in universities and learning outcomes based on the similarity between the subjects in civil service examinations and courses in universities. This study uses “the Effective Learning Scale for College Students” by Shu-Chen Wu and Yong-Yin Lee (2007) to conduct a survey for university students to understand how university students prepare for civil service examinations and to analyze the learning strategies and outcomes by examining the degree of the preparation for the examinations. The findings of this study include: 1.Preparation for civil service examinations does not significantly degrade the learning strategies on the university courses. 2.The similarity between the subjects in civil service examinations and courses in universities is not a moderator for preparation of civil examinations and learning strategies. 3.Learning strategies on university courses generally have positive effects on learning outcomes. 4.Preparation of civil examinations and learning strategies has negative effects on learning outcomes, and learning strategies have mediation effect.