探討目標導向、學習動機與學習投入之關聯性－以某科技大學ERP課程為例

A Study of Relationships among Goal Orientation, Learning Motivation and Learning Engagememt: A Case Study Based on ERP Course of A University

李語倫(Yu-Lun Li)

指導教授 ： 陳皆成

共同指導教授 ： 李慶忠

健行科技大學/商管學院/資訊管理系碩士班/碩士(2021年)

摘要

隨著網路與科技的發達，全球迎來E化的世代，經濟也連帶受到影響，企業所要處理事項逐漸增多，顧客要求水準也有所升高，同時減少人力資源，因此在經營管理方面，企業需要使用資訊系統來輔助及提升管理方面之需求，以增加企業的效率與產能，並以此提高企業競爭力，甚至能擴展到需求預測等等。在教育上，為了提高學生未來的社會競爭力，學校便開設企業資源規劃之課程，讓學生理解清楚企業運作流程，並且對企業資訊系統有一定的概念，還能夠有效運用資訊系統各項功能。本研究想探討，目標導向的差別會讓學生在學習遇到問題時，選擇不一樣的解決辦法，是否會與學習「企業資源規劃」（簡稱ERP）之動機有所關連？如何能判斷在學習過程中，學生學習ERP之動機會因為何種原因影響學生學習的投入程度？

本研究以某科技大學ERP課程之修課學生為對象，採用量化問卷進行調查研究，總共蒐集到187份有效問卷，針對目標導向、學習動機及學習投入，透過SPSS統計工具，進行皮爾森相關分析、迴歸分析及ANOVA差異分析，最後產生本研究之結論。

研究結果顯示：(1)修課學生的目標導向人格特質裡，有3個構面（即「趨向精熟目標」、「過度追求完美」與「趨向表現目標」等）對於「學習動機」具有顯著的相關性。(2)修課學生的「趨向精熟目標」人格特質，對於「學習投入」具有顯著的預測力。(3)修課學生的「學習動機」，會顯著的正向影響「學習投入」。(4)不同背景的受訪者，對於目標導向、學習動機、學習投入，有部分存在顯著差異。本研究成果，可以提供教學單位參考，讓課程教師便可以針對不同目標導向人格特質的學生，採取適當的教學策略，以提升學生的學習動機，讓學生越能夠引起自身的學習意向，並促進自發性參與學習的動力。

關鍵字

目標導向 ； 學習動機 ； 學習投入 ； 企業資源規劃

並列摘要

With the development of the Internet and technology, the world has welcomed the E-generation and the economy has been affected by it. This can be extended to demand forecasting, etc. In terms of education, in order to enhance the competitiveness of students in the future, schools offer courses on enterprise resource planning, so that students can understand the business processes, have a certain concept of enterprise information systems, and be able to effectively use the functions of information systems. In this study, we want to understand whether the difference in goal orientation makes students choose different solutions when they encounter problems in learning, and whether it is related to the motivation of learning ERP. How can we determine the reasons why students' motivation to learn ERP affects their engagement in the learning process?

A total of 187 valid questionnaires were collected, and Pearson's correlation analysis, regression analysis, and ANOVA analysis of differences were conducted using SPSS statistical tools for target orientation, learning motivation, and learning engagement to generate the final conclusion of this study.

The results reveal the facts that: (1) three components of the goal-oriented personality traits of the students (i.e., "Aapproach-Mastery Goal", "Avoidance-Mastery Goal", and " Approach-Performance Goal") were significantly correlated with "Learning Motivation". (2) The personality traits of the students who took the course (i.e., " Aapproach-Mastery Goal") were significantly predictive of "Learning Engagememt". (3) Students' learning motivation can significantly affect learning engagememt. (4) There were some significant differences in goal orientation, motivation, and engagement in learning among respondents from different backgrounds. The results of this study can be used as a reference for teaching units so that teachers can adopt appropriate teaching strategies for students with different goal-oriented personality traits in order to enhance students' motivation to learn, so that the more students can arouse their own learning intentions and promote spontaneous participation in learning.

並列關鍵字

Goal Orientation ； Learning Motivation ； Learning Engagememt ； Enterprise Resource Planning

參考文獻

中文部分

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