本研究旨在探討台南市樂齡大學學生學習動機與學習滿意度之狀況,其具體目的包括瞭解台南市樂齡大學學生學習動機構面為何、瞭解台南市樂齡大學學生學習滿意度之情形,並比較不同背景變項的學生在學習動機及學習滿意度之差異,以及學習動機與學習滿意度之間的相關性。 本研究採自行設計之問卷進行調查。問卷內容分為「樂齡大學學生學習動機量表」、「樂齡大學學生學習滿意度量表」與「個人基本資料」等三部份,進行台南市12所樂齡大學調查研究,經預試及正式問卷的施測後,將蒐集所得問卷資料利用統計方法加以分析,最後根據研究結果及討論,歸納出研究發現與結論,並提出建議,問卷共計發出問卷282份,有效問卷264份,有效問卷回收率94%。 結果發現如下列幾點: 一、台南市樂齡大學學生對學習動機普遍為高,且以「求知興趣」取向為最強。 二、台南市樂齡大學學生對於學習滿意度評價頗高,其中以「教師教學」為最高。 三、學習動機不會因背景變項不同而有不同,唯有在性別、婚姻狀況不同而有差異。 四、學習滿意度不會因背景變項不同而有不同,唯有在年齡不同而有差異。 五、台南市樂齡大學學生學習動機愈高則學習滿意度愈高。 關鍵字:樂齡大學、學習動機、學習滿意度
This study aimed to investigate learning motivation and learning satisfaction of Tainan Le-Ling University students and compare differences in learning motivation and learning satisfaction among students with different background variables. The study also investigated the relationship between learning motivation and learning satisfaction. The researchers used questionnaires survey to collect data from universities in Tainan City which have “Le-Ling University program“. The questionnaire was divided into “Le-Ling University students learning motivation scale”, “Le-Ling University students learning satisfaction scale” and “Basic personal information”. A pilot study was conducted in Le-Ling University. A total of 282 questionnaires were distributed and 264 effective questionnaires were retrieved. The effective response rate was 94%. The findings were as follows. 1.Students had strongest learning motivation in “Desire to learn”. 2.Students had highest learning satisfaction in “Teachers’ teaching”. 3.Learning motivation did not yield differences because of age, education level and marital status. Only gender, marriage there are differences. 4.Learning satisfaction did not yield differences because of gender, age, education level, and marital status. Only age there was significant difference. 5.Students’ learning motivation and learning satisfaction had a positive correlation. Key Words:Le-Ling University, learning motivation, learning satisfaction