商職學生對經濟學學習行為之探討

本研究採用計劃行為理論探討商職學生對經濟學的態度、主觀規範、知覺行為控制是否影響學習經濟學的行為意圖及實際學習成就表現，並且驗證各個構面彼此間的相互關係，進而建立商職學生學習經濟學的行為模型。此外，整合自我效能觀點，將學生分為高與低自我效能組，探討在計劃行為理論模型中，不同的自我效能群體在知覺行為控制對行為意圖是否具有干擾效果。本研究以南部二所商職學生為研究對象，有效問卷為285份，利用結構方程模型與AMOS軟體進行模型分析並驗證中介效果及干擾效果。研究結果顯示學生在學習經濟學的「態度」、「主觀規範」、「知覺行為控制」對其「學習行為意圖」有正向顯著的影響，且態度為最重要的影響因子。「學習行為意圖」在「知覺行為控制」對「行為」具有完全中介效果。最後，自我效能在「知覺行為控制」對「學習行為意圖」之間具有干擾效果。

關鍵字

計劃行為理論；經濟學；學習行為；自我效能；商職

並列摘要

Research on economics performance in the domain of vocational high school students from an attitudinal–behavioral approach has been lacking. The purpose of this study is to explore the relationships among students’ attitudes toward learning economics, subjective norms, perceived behavior controls, intentions and behaviors based on the theory of planned behavior. A questionnaire survey was conducted to fulfill this purpose using a sample of 285 effective questionnaires gathered from students of two vocational high schools in Tainan. A structural equation model applied to this sample showed that attitudes have the most significantly positive effect on intentions, and intentions and behaviors are significantly positively correlated. Perceived behavior controls have a positive effect on behaviors, proving that intentions fully mediate the effects of perceived behavior controls on behaviors. Self-efficacy turned out to have a negative moderating effect on the perceived behavior controls-intentions relationship. Finally, implications and future directions are discussed.