本文旨在瞭解技職教育相關系所之碩士生教育參與動機類型,並探討不同背景變項技職教育相關系所碩士生教育參與動機類型差異之情形。本研究預計採用問卷調查法,以99學年度六所技職教育相關系所碩士生為研究對象,以「技職教育相關系所碩士生教育參與動機」調查問卷為研究工具,共發出問卷605份,有效回收426份,問卷有效回收率為70.4%;統計方法採描述性統計、單一樣本t考驗、獨立樣本t考驗、單因子變異數分析進行資料分析。經資料處理分析後,獲得以下結論: 一、技職教育相關系所碩士生教育參與動機類型以「職業進展」、「自我發展」、「求知興趣」為主。 二、在不同性別上,女性碩士生比男性碩士生較以「外界期望」、「自我發展」、「逃避或刺激」及「求知興趣」類型為主要教育參與動機。 三、在不同年齡上,年輕者比年長者較以「職業進展」類型為主要教育參與動機;年長者比年輕者較以「求知興趣」類型為主要教育參與動機。 四、在不同學校類別上,師範大學碩士生比科技大學碩士生較以「職業進展」、「自我發展」及「社交關係」等類型為主要教育參與動機。 五、在不同班級類別上,日間部碩士生比在職專班碩士生較以「逃避或刺激」類型為主要教育參與動機。 六、在不同身分類別上,全職學生比在職學生較以「職業進展」及「逃避或刺激」類型為主要教育參與動機。 七、在不同工作類別上,教育相關人員比非教育相關人員較以「職業進展」、「外界期望」及「社會服務」為主要教育參與動機。 八、在不同工作年資上,年資深者比年資淺者較以「求知興趣」為主要教育參與動機。
This research aims to understand the motivation of participating education for master students of technological and vocational education department and discusses and the differences of their distinct background variables. The questionnaire method was used, master students of technological and vocational education department who have been studying in school year 2010 to 2011 were chosen as participants and “the motivation of participating education for master students of technological and vocational education department.” survey questionnaire was used as the material. 605 questionnaires were distributed and 426 were collected which accounted for 70.4 Percentage, Frequency Distribution, Mean, Standard Deviation, One-Sample, T-test, and one-way ANOVA were employed in this study for statistics. Important findings were as follows: 1.Among all the motivation of participating education for master students of technological and vocational Education department, Occupational Promotion , Self-development and Interest in Learning ranked are the influential one. 2.Master students with different background had significant differences in motivation of participating education. The seven perspectives included gender, age, school category,class category and student’s study status (work service period of category,work service period of service.)