本研究旨在了解碩士在職專班學生之學習動機與學習滿意度現況、差異性與相關性,以及探討在職進修學習滿意度之影響因素。本研究以南部某私立大學碩士在職專班學生為研究對象,採問卷調查法進行抽樣調查,共發出274份問卷,回收有效問卷233份,並運用SPSS統計套裝軟體進行描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關分析及逐步迴歸分析等方法進行量化分析。 研究結果如下: 一、學生之學習動機以「求知興趣」構面為最強,而「職業晉升」構面為最弱。 二、學生之學習滿意度以「教師教學」構面的得分最高,而「學習環境」構面的得分最低。 三、不同「年齡」、「工作年資」、「職業類別」、「任職單位是否可彈性配合進修時間」之學生,其學習動機呈現顯著差異。 四、不同「年齡」、「職業類別」、「就讀系所」、「任職單位是否可彈性配合進修時間」之學生,其學習滿意度呈現顯著差異。 五、學生之學習動機與學習滿意度具有正相關存在。 六、以學生之學習動機來預測其學習滿意度時,均能有效地被預測,且學習動機各層面變項對學習滿意度的影響是正向的。
The research aims at understanding the current situation, differences and correlations of learning motivation and learning satisfaction among Master Graduate Program Students , and to explore the influencing factors of job satisfaction. A total of 274 questionnaires were sent out and 233 valid questionnaires were collected and analyzed using the SPSS statistical package software. The independent samples t were used for statistical analysis, single factor variance analysis, Pearson product difference correlation analysis and stepwise regression analysis were used for quantitative analysis. The results are as follows: 1.Students' learning motivation is strongest with "learning interest", while "career advancement" was the weakest. 2.Students' learning satisfaction is the highest in "teacher teaching" and the lowest in "learning environment". 3.There is a significant difference in learning motivation among students with different age, working years, job type, and whether they can flexibly meet the working time. 4.There is a significant difference in learning satisfaction among students with different age, occupation type, department of study, and whether they could flexibly meet the working time. 5.There is a positive correlation between learning motivation and learning satisfaction. 6.The learning motivation of students can be predicted effectively when the students' learning motivation is predicted, and the effect of variables at all levels of learning motivation on learning satisfaction is positive.