科技校院學士班陸生在臺生活適應與學習滿意度之研究

A Study of Life Adjustment and Learning Satisfaction of Mainland Chinese Students in Technological and Vocational Universities in Taiwan

吳雅惠(WU YA-HUI)

指導教授 ： 張雪梅

國立臺灣師範大學/教育學院/公民教育與活動領導學系/碩士(2016年)

https://doi.org/10.6345/NTNU202203852

摘要

本研究旨在瞭解科技校院學士班陸生在臺「生活適應」及「學習滿意度」之現況，以及不同「個人背景」之科技校院學士班陸生在「生活適應」及「學習滿意度」上的差異性，並探討科技校院學士班陸生的生活適應與學習滿意度的關係。本研究採用問卷調查方式，以104學年科技校院564位學士班陸生為研究樣本，有效問卷340份，研究工具包括個人基本資料、生活適應量表與學習滿意度量表。施測資料分別以描述性統計、獨立樣本t考驗、單因子變異數分析、雪費事後比較法、皮爾森積差相關及階層迴歸等統計方法加以分析，結果如下：
一、科技校院學士班陸生在臺生活適應尚可，學習滿意度屬於滿意。在生活適應方面，以「學習適應」較佳，而「生涯適應」較差；學習滿意度方面，最滿意「人際關係」，最不滿意「課程設計」。
二、不同個人背景（學校地區性、畢業中等學校類型）對於生活適應（心理、生涯與學習）有差異性存在，而不同性別對生涯適應與學習適應有差異存在，在臺停留時間之不同對於學習適應有差異性存在，不同居住情形對生涯適應有差異性，臺灣有無親屬之不同對於生涯適應與學習適應有差異性存在，參加課堂外學校活動情況之不同對於生涯適應與學習適應有差異性存在。
三、學習滿意度而言，不同學校地區性對於之課程設計及學習環境有差異，不同性別對於教師教學、課程設計及學習成果有差異，畢業中等學校類型對於教師教學、課程設計、人際關係、學習成果及學習環境有差異，不同年級對於教師教學、課程設計、學習成果及學習環境有差異。
四、科技校院學士班陸生生活適應與學習滿意度有關係，其中心理適應對於學習滿意度之「人際關係」呈現中度相關；然而個人背景變項及生活適應對學習滿意度解釋力僅27.9%。
本研究亦根據研究發現提出建議，以供陸生、學校及高等教育機構後續研究者之參考。
關鍵詞：生活適應、學習滿意度、學士班陸生

關鍵字

生活適應 ； 學習滿意度 ； 學士班陸生

並列摘要

A Study of Life Adjustment and Learning Satisfaction of Mainland Chinese Students in Technological and Vocational Universities in Taiwan
Abstract
The study aims to investigate the current situations, differences, and the relationships between life adjustment and learning satisfaction of Mainland Chinese students with various backgrounds in technological and vocational universities in Taiwan. This research is based on questionnaire survey and the tools are basic personal information, life adjustment scale and learning satisfaction scale. A total of 564 questionnaires were distributed and 340 valid questionnaires were returned. The collect data were analyzed by using Descriptive Statistics, Independent-Sample t Test, One-Way ANOVA, Scheffe test, Pearson Product-Moment Correlation Coefficient and Hierarchical Regression respectively. The results are as follows,
1. For the participants, the life adjustment is fair and learning satisfaction is satisfactory. In terms of life adjustment, the statistic indicated that learning adjustment is better, but career adjustment is maladjustment. As for the learning satisfaction, the most satisfactory is interpersonal relationship and the most dissatisfactory is curriculum design.
2. The differences exist between personal backgrounds and life adjustment, gender and career adjustment and learning adjustment, length of stay in Taiwan and learning adjustment, living status and career adjustment, having any relatives in Taiwan and career adjustment and learning adjustment, and attending after-class activity and career adjustment and learning adjustment.
3. In terms of learning satisfaction, there are differences within different school districts and curriculum design and learning environment, gender and teacher teaching, curriculum design, interpersonal relationship, learning consequences, and learning environment, types of graduted junior high school and teaching, curriculum design, interpersonal relationship, learning consequences, and learning environment, and different grade and teaching, curriculum design, learning consequences, and learning environment.
The relationship between participants’ psychology adjustment and interpersonal relationship of learning satisfaction is moderately correlated. However, interpretative power of personal background and life adjustment for learning satisfaction is only 27.9%.
The suggestions have been presented based on the findings of this study for future research.
Keywords: Life Adjustment, Learning Satisfaction, Mainland Chinese Student

並列關鍵字

Life Adjustment ； Learning Satisfaction ； Mainland Chinese Student

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