本研究以年滿五十五歲,且持續參與台灣北區、中區、南區樂齡中心所提供學習課程至少三個月以上之學員為研究對象,探討影響樂齡者持續參與學習之因素。本研究採取問卷調查法,共發出635份正式問卷,回收602份有效問卷,有效回收率為94.8%,以描述性統計、t檢定、單因子變異數分析、Pearson積差相關、多元迴歸分析來進行資料分析。歸納研究結果如下: 一、樂齡者持續參與學習首先考量「交通便利性」,其次為「自身健康狀況」與「課程內容」。 二、多數參與學習的樂齡者抱持正面的持續參與學習態度,尤以年齡在55-59歲之間、職業背景為服務業、健康狀況很好的樂齡者學習態度較佳。 三、健康狀況很好的樂齡者,較容易受重要他人意見影響其持續參與學習意圖。 四、職業背景為服務業、經濟狀況相當充裕、健康狀況很好的樂齡者,評估持續參與學習可行性的認知感較強。 五、多數參與學習的樂齡者有意願在未來一年內繼續學習,尤以年齡在55-59歲之間、健康狀況很好、職業背景為服務業、教育程度大專(學)的樂齡者持續參與學習意圖較佳。 六、樂齡者學習態度、主觀規範、知覺行為控制與持續參與學習意圖之間皆有顯著關聯性。 七、「知覺行為控制的『內在因素』層面」、「學習態度」、「知覺行為控制的『外在因素』層面」、「主觀規範的『重要他人』層面」、「教育程度」可預測樂齡者持續參與學習意圖,其中以「知覺行為控制的『內在因素』」預測力最高。
This study is to explore the factors that affect the continuing learning intentions of the elders who are at age 55 and above and have participated the lessons offered by Active Aging Learning Centers in Northern, Central and Southern Taiwan for at least three months. There were 635 formal questionnaires handed out and 602 copies were returned with the effective rate 94.8%. The data were analyzed based on descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation, multiple regression analysis. The results are as follows: 1.Elders who want to continue to learn consider "great accessibility to their places" first, followed by "their health condition" and "curriculum." 2.Most elders who participate in learning hold positive attitudes towards continuing learning. Particularly, those who are between ages 55 and 59, working in the service trade, and in excellent health conditions have better attitudes. 3.Elders in excellent health conditions have higher “subjective norm.” 4.Elders who are working in the service trade, with ample financial supports and in excellent health conditions have better “perceived behavioral control.” 5.Most elders who participate in learning are willing to continue to learn in one year. Particularly, those who are between ages 55 and 59, in excellent health conditions, working in the service trade, with bachelor’s degrees have higher continuing learning intentions. 6.Elders’ performances in “learning attitude,” “subjective norm,” “perceived behavioral control” and “continuing learning intention” were significantly related. 7.“The inner factors of perceived behavioral control,” “learning attitude,” “the outer factors of perceived behavioral control”, “salient individuals in subjective norm” and “education background” are able to predict the continuing learning intentions of elders, in which the “the inner factors of perceived behavioral control” the highest predictive power.
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