影響護理系學生在問題導向學習課程中學習動機及學習滿意度之因素探討

本研究目的為探討於問題導向學習模式下，護理學系學生的學習動機及學習滿意度之影響因素。本研究採用問卷調查法，研究的對象為臺灣中部某醫學大學護理學系接受問題導向學習模式課程的學生，收案人數共162位學生。將蒐集所得資料以描述性統計分析、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關分析及多元迴歸分析等統計方式，進行資料處理與分析。本研究的結果顯示：(一)護理系學生於問題導向學習模式課程學習動機中，以測試焦慮、內在目標導向及外在目標導向皆高於整體學習動機平均數；在學習滿意度中，教學內容及教學環境皆高於整體學習滿意度平均數。(二)不同性別，在學習動機沒有達到明顯差異；而在學習滿意度有達到明顯差異，男生高於女生。(三)在不同年級中，學習動機達到部分顯著的差異，在「整體學習動機」一年級高於二年級；在學習動機各構面中，在內在目標導向、學習控制信念、學習自我效能、期望成功及測試焦慮皆達部分顯著差異。在學習滿意度達部分顯著差異，在「整體學習滿意度」一年級高於二年級；在各構面中，教學內容及學習成效皆達部分顯著差異。(四)同儕表現及師生互動在學習動機皆達部分顯著差異。(五)同儕表現及師生互動在學習滿意度中，皆達到明顯的差異。(六)在問題導向學習模式課程中，護理系學生的學習動機與學習滿意度呈現顯著正向相關。(七)護理系學生在問題導向學習模式課程學習動機對學習滿意度具有預測力，以「期望成功」最具預測力，其次為「工作價值」以及「內在目標導向」可正向預測問題導向學習模式課程學習滿意度。進一步納入性別及年級，則發現以「工作價值」最具預測力，其次為「期望成功」及「內在目標導向」，而「性別」則為負向預測力。根據研究結果，本研究提出具體建議，以作為教學及未來研究之參考。

關鍵字

問題導向學習模式；學習動機；學習滿意度

並列摘要

The purpose of this study was to explore the factors that affect learning motivation and learning satisfaction of the Problem-based learning courses of students of nursing department of a medical university in central Taiwan. The research sample consisted of 162 students of nursing department of a medical university in central Taiwan. Questionnaire was used as the research method and descriptive statistics, independent sample t-test, one-way ANOVA, Pearson product-moment correlation coefficient and multiple regression analysis were applied to analyze the data. The findings were summarized as follows: (1) Test anxiety, intrinsic goal orientation, and external goal orientation of nursing students were higher than overall learning motivation average in the Problem-based learning courses. Learning satisfaction of teaching content and teaching environment were higher than overall learning satisfaction average in nursing students of the Problem-based learning courses. (2) Learning motivation was no significant difference between genders in nursing students of the Problem-based learning course. Learning satisfaction of the Problem-based learning courses was significant difference between genders. The scores of boys were higher than girls in nursing students. (3) Learning motivation was partially significant differences between grades and the scores of freshmen were higher than sophomore. Among the various aspects of learning motivation, there were partially significant differences in intrinsic goal orientation, belief in learning control, learning self-efficacy, expect of success, and test anxiety. Learning satisfaction was partially significant differences between grade in nursing students of the Problem-based learning courses. The scores of freshmen were higher than sophomore in overall learning satisfaction. Among the various aspects of learning satisfaction, there were partially significant differences in teaching content and learning effectiveness. (4) There were partially significant differences in peer performance and teacher-student interaction in learning motivation. (5) There were significant differences in peer performance and teacher-student interaction in learning satisfaction. (6) There were positive correlations among learning motivation and learning satisfaction in nursing students of the Problem-based learning courses. (7) Students’ learning motivation can significantly predict learning satisfaction in nursing students of the Problem-based learning courses. Expect for success was the strongest predictor, followed by work value and intrinsic goal orientation can positively predict learning satisfaction in the Problem-based learning courses. The inclusion of gender and grade of nursing students’ learning motivation can significantly predict nursing students’ learning satisfaction in the Problem-based learning courses. Work value was the strongest predicator, followed by expect for success and intrinsic goal orientation can positively predict learning satisfaction in the Problem-bases learning courses., while gender was negative predictive. According to the findings, the suggestions were made for school to improve teaching methods and future researchers.