本研究主要目的在探討不同教育體制護理系學生學習表現差異及其影響徑路,據之建構一個適合解釋護理系學生學習表現之成就模型。研究資料係取自台灣高等教育整合資料庫「94學年度高等教育師生問卷調查-大三學生」和「95學年度畢業後一年畢業生流向調查-大專生」同一群學生的縱貫性資料,共計15,989人,以三項結構方程式技術(結構迴歸模式、多群組分析、以及平均數結構)進行資料分析。研究結果顯示:本研究所提之「學習表現成就模型」中,「才能信念」透過「成功期望」和「任務價值」對「學習表現」造成影響,不但能得到護理系樣本的支持,對非護理系學生而言,並無二致。護理系學生之學習表現,因就讀學校所隸屬之教育體制別不同,未達統計上顯著差異。綜合研究主要發現,歸納五點結論,包括:學習影響模式可詮釋學習表現之影響徑路,自我才能信念可視為學習動機之引發起點,學生學習動機可接續影響學習之行為表現,型塑學習環境可促進任務價值之專業認同,以及,不同教育體制可培養能力相同之護理人才。最後,依據研究結論,對護理教育實務和後續研究提出建議。
The purpose of this study was to investigate differences in the performance of nursing students and the various factors that influence these differences. A student achievement model was proposed to explain learning performance. The study compared the learning performance between students of a vocational system and of higher educational system. Relevant data was obtained from the Taiwan Integrated Postsecondary Education Database ‘Questionnaire toward students and faculty of higher education—Third-year student from the year 2005’ and the ‘Survey on the status quo of graduates of the year 2007—postsecondary students’. A longitudinal cohort totaling 15,989 students was examined. Three different types of structural equation models were employed to analyze the data; SR model, multiple-sample comparison, and mean structures. The results provided supporting evidence for a proposed student achievement model, in which the effect of 'ability belief' on learning performance is mediated by the variables 'expectation for success' and 'task value'. Student major did not moderate the impact of 'expectation for success' and 'task value' on learning performance. There were no significant differences in the achievement model between nursing students of vocational system and higher educational system. In summary, the research findings show that 1) the paths of learning performance can be interpreted by the student achievement model; 2) ability belief is considered the beginning of the learning motivation; 3) learning motivation influences learning performance; 4) learning environment influences the identification of task value; and 5) different educational systems cultivate students with the same professional qualities. Finally, pedagogical implications and further research are suggested.
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