中華科技大學學生自我導向學習準備度及其相關因素

On Students' Self-directed Learning Readiness and Related Factors at China University of Science and Technology

鄭增財(Tseng-Chai Cheng) ； 鄭靖國(Ching-Kuo Cheng)

《中華科技大學學報》 59期 (2014/04) Pp. 115-149

摘要

本研究旨在探討學生自我導向學習準備度及其相關因素。首先透過文獻分析與整理，建立整體研究架構。繼而選擇問卷調查法，以自行發展之自我導向學習準備度問卷為工具，蒐集研究所需資料。調查實施以中華科技大學日間部學生為對象，施測獲得有效樣本1049份。使用次數分配、標準差、排序、t-考驗、ANOVA及多元迴歸分析等統計方法分析資料，獲致主要結論如下：1.總體而言，學生的自我導向學習準備度總平均數為3.62。顯示學生自我導向學習能力略嫌薄弱，學習有較為被動的傾向。2.學生自我評價較高5個項目是：路是人走出來的、天生我材必有用、為了將來的前途自己必須努力學習、有興趣事物我就能學會它及愈努力學習對未來愈有信心。學生自評較低的5個項目則是：我有自己的讀書計劃、我注意學校公布欄各項學習或動訊息、我從不缺課、我會安排讀書的時間及及我會安排固定的學習時間。學生有「知道應該要如何，但不會去如何」的弱點。3.男生的自我導向準備度皆較女生高。有二、三年級學生，比一、四年級學生較積極的現象。4.學生自我概念與自我導向學習準備度有顯著相關。5.15個預測變項（基本背景、相關因素及自我概念）預測效標變項（自我導向學習準備度總平均）時，進入迴歸方程式的顯著變項有5個，多元相關係數為.709，聯合解釋量為.502，亦即選出的5個變項能解釋學生自我導向學習準備度總平均的50.2%的變異量。就個別變項而言，「自我滿意」的預測力最佳。

關鍵字

自我導向學習準備度

並列摘要

This study explored students' Self-directed learning readiness and related factors at China University of Science and Technology (CUST). Based on literature review the study Established study framework and a questionnaire were developed to collect data. The participants were 1049 students who attended classes during the day in the 2010 academic year. The questionnaire data were analyzed using statistical methods, including frequency and percentage, standard deviation, ranking, t-test, ANOVA, and multiple regression analysis. The results led to the following main conclusions: 1. Overall, the self-directed learning readiness of students reach average of 3.62. Show that students have a bit weak self-directed learning ability. Students' learning attitude Tend to more passive. 2. Student self-evaluation top 5 items are: ”Roads are for people to come out,” ”I'm born with,” ”Prospects for the future we must study hard,” ”things I interested in I can learn it,” and ”More efforts to learn more confident about the future.” Student self-evaluation lowest 5 items are: ”I have my own reading program,” ”I noticed the school bulletin board learning activities messages,” ”I never absent,” ”I will arrange a time and reading,” and ”I will arrange for a fixed study time. 3. The self-directed readiness boys are higher than girls; the Sophomore and the junior, are more active than freshman and the senior. 4. Students' self-concept and self-directed learning readiness significantly related. 6. 15 predictive variables (background, related factors and self-concept) predicted criterion variables (self-directed learning readiness overall average), Into the regression equation has five significant variables, multiple correlation coefficient was .709, .502 combined amount of interpretation, which is elected by five variables can explain the students' self-directed learning readiness overall average of 50.2% of the variance. In terms of individual variables, the predictive power of ”self-satisfied” with the best.

並列關鍵字

Self-directed learning readiness