本研究主要探討農會家政推廣人員參與創新性訓練班之學習意願。基於理性行為理論,討論行為後態度、主觀規範和行為後意願之關係;本研究應用至在職訓練中,將行為後態度定義為學習滿意度、行為後意願定義為學習意願,探討其相關程度。因此本研究之研究目的為探討個人因素對於農會家政推廣人員之學習滿意度、主觀規範和學習意願之差異程度和探討農會家政推廣人員學習滿意度與學習意願之相關程度、主觀規範與學習意願之相關程度。母群資料分析結果發現:農會家政推廣人員之個人因素對於學習滿意度、主觀規範和學習意願皆無差異存在母群資料分析在主觀規範上,題項看法較不一致,礙於母群較小無法進一步佐證其差異。 本研究為一初探性研究,且基於理性行為理論之架構下進行學習滿意度與主觀規範之相關分析;其結果支持假設,學習滿意度、主觀規範分別與學習意願產生正相關,且學習滿意度與主觀規範之相關極低。在各個構面之相關分析中,課程內容與學習意願之相關性最高,表示後續在職訓練規劃須回到課程基本面。
The main idea of this study is to discuss home economics agents’ learning intention. Based on Theory of Reasoned Action (TRA), defining the relation between attitude after a behavior, subject norms, and continuing behavior intention. This study I applied it to a occupational training, defined learning satisfaction as attitude after a behavior, and learning intention as continuing begavior interntion and discuss about the correlation. The study is an explorary research, and with personal factors, there are not any difference in each questionnaire items. All answers were similar, except the items in subject norms. Concerning the correlation between learning satisfaction and learning intention, and subject norms and learning intention, all are high positive correlations. But there is low correlation between learning satisfaction and subject norms. And for each dimention analysis, the class content has the highest correlation with learning intention.