中文摘要 我國自八十八年度首度開辦研究所在職專班之後,研究所在職生招生名額逐年快速增加,尤其是屬於管理學院碩士在職進修專班更是蓬勃發展,足見在職人員回流參與碩士在職專班進修已經在台灣蔚為風氣,其中以管理學院碩士在職專班的比率最高,成長率也高居在職專班的榜首。 本研究之目的係探討學習動機、學習投入,以及學習滿意度之關係,並分析各構面之差異性、相關性及影響性,相關架構以學習動機和學習投入為自變項,學習滿意度為依變項,期盼能就實際驗證之模式,剖析相關構面之相關性與差異性,進而瞭解EMBA學生的學習成果,俾提出適當之建議,以提昇整體學習滿意度。 本研究採隨機之方式發放問卷給已獲得EMBA學位之同學,共發出150份問卷,有效問卷為88份,回收率為58.67%。經由回歸分析法,研究發現學習動機以及學習投入對於學生的學習滿意度有正向顯著影響。因此,本研究認為教師應提昇學生的學習動機,以及學習投入程度,也就是學校教師宜採多樣化教學,並且建立學生對學習的正確觀念,以提昇整體學習滿意度。 關鍵字:學習動機、學習投入、學習滿意度、EMBA。
ABSTRACT After start the in-service education for master’s degree class at 88 academic years, these students are becoming more and more. Therefore, we can understand n-service education for master’s degree class is the trend in Taiwan especially the EMBA students. Our study aimed at researching and understanding the relationship of learning motivation, learning involving and learning satisfaction. And to analyze what the difference among these three dimensions. Our research use learning motivation and learning involving as independent variables, and learning satisfaction as dependent variables. After the research, we hope can understand what the difference among these three dimensions, and find the affect of learning satisfaction. When we find these situations, we can address some suggestions to promote whole EMBA learning satisfactions. This research collected the sample of random methods. Data obtains from 150 students who have graduated from school. There are 88 valid questionnaires and the rate of returning is 58.67%. After regression, we find that learning motivation and learning involving have positive effects on learning satisfaction. Therefore, we suggest teachers should to promote students’ learning motivation and the level of learning involving. So, teachers can use variety of teaching methods and to build up right learning concepts. After this, we believe teachers can promote students’ learning satisfactions. Keywords: learning motivation, learning involving, learning satisfaction, and EMBA