技能檢定、學習成效與就業認知關係之研究

本研究主要在探討大學生技能檢定與在學學習成效對未來就業認知上的學習狀況與關係，藉此瞭解大學教育體制，對於學生在技能證照的考取以及專業課程學習成效，對於未來就業連結性的重要程度。由於少子化時代來臨，國內大學漸漸面臨學生數的壓力，如何創造出特色與就業市場的高度連結，勢必也是未來大學必須突顯的課題。本研究以便利抽樣進行問卷調查，針對商管領域的大學生為研究對象，並以信效度分析、差異性分析及迴歸分析進行資料分析。實證結果顯示：性別、就讀級別與技術士技能檢定在技能檢定認知、學習成效與就業認知存在差異性，其中，進一步得知低年級在情境感受因素與知識獲得因素速比高年級高；高年級在就業能力的累積因素比低年級認知程度高。沒有考取技術士技能檢定的學生在各因素與構面相對較弱的認知程度。此外，技能檢定認知對學習成效與就業認知具有正向關係，學習成效對於就業認知具有正向關係。

關鍵字

技能檢定；學習成效；就業認知

並列摘要

This research is mainly to explore the relationship between college students' skill assessment and learning effectiveness and their future employment perception, in order to understand the connection between university education, the acquisition of students' skill certificates and the effectiveness of professional courses, and their future employment. This study uses convenience sampling to conduct a questionnaire survey, targeting college students in the field of business management, and analyzes the data with reliability and validity analysis, difference analysis and regression analysis. The empirical results show that there are differences between gender, school level, and technicians ’skill tests in skill test cognition, learning effectiveness, and employment cognition. Among them, it is further learned that the situational factors and knowledge acquisition factors in the lower grades are higher than those in the higher grade. Higher grades have higher levels of employability factors than lower grades. Students who have not passed the technical qualification test have relatively weaker cognition of various factors and aspects. In addition, skill test cognition has a positive relationship with learning effectiveness and employment cognition, and learning effectiveness has a positive relationship with employment cognition.