本研究旨在探討成人在職進修學生社會支持、工作壓力與學習滿意度關係,本研究之研究工具為參考相關文獻所編制之結構式問卷,問卷內容包含基本背景資料、社會支持量表、工作壓力量表以及學習滿意度量表。研究對象為國立暨南國際大學與逢甲大學的成人在職進修學生,取樣共272人,有效樣本回收率為77.71%。所得問卷以SPSS12.0軟體,進行百分比、平均值、標準差、獨立樣本t檢定、單因子變異數分析、薛費式事後比較、Pearson積差相關以及多元迴歸分析等統計分析。 本研究之主要結論如下: 1. 成人在職進修學生的社會支持具備中上程度,尤其在「家人支持」構面。 2. 成人在職進修學生的工作壓力具備中上程度,尤其在「工作負荷」構面。 3. 成人在職進修學生的學習滿意度具備中上程度,尤其在「人際互動」構面。 4. 影響成人在職進修學生社會支持的因素為性別、年齡、職業、婚姻狀況、與總工作年資。 5. 影響成人在職進修學生工作壓力的因素為性別、年齡、職業、婚姻狀況、總工作年資與個人平均月收入。 6. 影響成人在職進修學生學習滿意度的因素為性別、職業、婚姻狀況與總工作年資。 7. 社會支持對於學習滿意度具有正相關,以「家人支持」最具預測力。 8. 工作壓力對於學習滿意度具有負相關,以「人際關係」最具預測力。
The purpose of this study is to investigate the relationship between in-service adult students’ social support, work stress and learning satisfaction. The research tool employed here is a structural questionnaire based on the overseas and domestic researches. The structural questionnaire includes demographic data sheet, social scale, work stress scale, and learning satisfaction scale. Participants were 272 from National Chi Nan University and Feng Chia University. The response rate reached 77.71%. The data were processed by SPSS 12.0 with percentage, mean, standard deviation, t-test, one way ANOVA, Scheffe post-hoc method and regression analysis. The major results of this study are described as follows: 1. The social support of in-service adult students’ is quite high, especially at the family support connotation. 2. The work stress of in-service adult students’ is quite high, especially at the work burden connotation. 3. The learning satisfaction of in-service adult students’ is quite high, especially at the interpersonal interaction connotation. 4. The influencing factors of social support include gender, age, career, marriage status, and length of career. 5. The influencing factors of work stress include gender, age, career, marriage status, service years, and average monthly income. 6. The influencing factors of learning satisfaction include gender, career, marital status, and length of career. 7. Social support and learning satisfaction has positive correlation. Family support has the most significant predicting ability. 8. Work stress and learning satisfaction has negative correlation. Interpersonal relationship has the most significant predicting ability.