導師領導風格與個人人格特質對學習掌握度與學習投入度影響的研究-以台中某科技大學為例

本研究主旨在了解學生由高壓式的高中教育轉換為教育風氣較為自由的大學生活，對於學生本身的人格特質以及導師的領導風格對於大一新生在課程學習的掌握度以及課程的學習投入度是否有顯著影響。本研究以台中市某科技大學的一年級學生為研究對象，以「導師領導風格與個人人格特質對學習掌握度與學習投入度影響問卷」為研究工具，進行立意抽樣調查，共發放412份問卷，有效問卷為398份，有效問卷比例96.6%。再進一步以迴歸分析統計方法，進行資料分析並獲得以下主要結論：大一新生因人格特質的不同對於學習掌握度有不同的影響，人格特質對學習掌握度及學習投入度皆有顯著的正向影響，而導師領導風格對學習掌握度及學習投入度也皆有顯著的正向影響。

關鍵字

人格特質；導師領導風格；學習掌握度；學習投入度

並列摘要

The main purpose of this research is to understand whether transforming from cramming education to liberal university life can affect the students and how the personality traits of the students and the leadership style of tutors can have a significant impact on the freshmen’s course learning mastery and learning engagement. This research takes freshmen from a certain university of science and technology in Taichung City as the research object. "Questionnaire on the Influence of Mentor's Leadership Style and Personal Personality on Learning Mastery and Learning Engagement" was taken as the research tool, and conducts purposively sampling. The total number of questionnaires are 412 while 398 of the questionnaires are valid questionnaires, and the ratio of valid questionnaires is 96.6%. Using regression analysis and statistical methods, we conducted data analysis and obtained the following main conclusions: Freshmen's personality traits have different effects on learning mastery. Personality traits have a significant positive effect on learning mastery and learning engagement. The mentor’s leadership style also has a significant positive impact on learning mastery and learning engagement.