高職餐飲科學生人格特質、學習風格與學習困擾之研究

鄭蘄恩

doi:10.6825/NKUHT.2012.00008

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高職餐飲科學生人格特質、學習風格與學習困擾之研究

A Study of Personality Traits,Learning Styles,Learning Disturbances at Food and Beverage Management Department in Vocational High Schools

鄭蘄恩 , Masters　　Advisor：杜宜展　　

繁體中文 DOI： 10.6825/NKUHT.2012.00008

人格特質；學習風格；學習困擾；高職餐飲管理科； Personality Traits ； Learning Styles ； Learning Disturbances ； Food and Beverage Management Department in Vocational High School

Abstract │ Reference (92) │ Times Cited (2) │ Altmetrics

Abstract 〈TOP〉

本研究旨在了解高職餐飲管理科學生之人格特質及學習風格，並探討與學習困擾的關聯性，主要目的為：一、瞭解學生學習困擾之現況。二、比較不同背景變項學生之人格特質的差異情形。三、比較不同背景變項學生之學習風格的差異情形。四、比較不同背景變項學生之學習困擾差異情形。五、分析學生人格特質、學習風格對學習困擾之預測性。六、根據研究結果提出具體建議，供學校、家長、教師及後續研究之參考。
    為達上述目的，本研究兼採文獻探討、調查研究等方法來收集資料，依據文獻探討結果，以改編之「人格特質量表」、「Kolb學習風格量表」及「學習困擾量表」為研究工具，抽樣調查北、中、南七所高職405名餐飲科學生的人格特質傾向與學習風格類型，進而探討學生在學習烘焙實習課程所遭遇學習困擾間的關聯性。
    依上述研究目的及實證研究結果，本研究主要發現為：
一、高職餐飲科學生個人背景與人格特質之關係
    性別、升學或就業意願、是否取得烘焙證照、出生序、家庭類型、父親教育程度以及母親教育程度皆達顯著水準。
二、高職餐飲科學生個人背景與學習風格之關係
是否取得烘焙證照在學習風格方面有顯著差異，而已取證人數最多者為調適型；在就讀學制方面，實用技能班學生在調適型所佔比例最高。
三、高職餐飲科學生個人背景變項與學習困擾之關係
   餐飲工作經驗、升學或就業意願、是否取得烘焙證照、家庭類型及父親教育程度皆達顯著水準。
四、人格特質與學習風格可有效預測學生學習困擾之「家庭因素」層面
其中以分散型有最佳解釋力，其次依序為同化型、神經性、外向性及和善性。
五、人格特質可以有效預測學生學習困擾之「個人因素」層面
    其中以「自律性」有最佳解釋力，其次為神經性。學習風格在學習困擾之「個人因素」層面則未見其預測力。
六、人格特質可以有效預測學生學習困擾之「學校因素」層面
    其中以「外向性」有最佳解釋力，其次為神經性、自律性。學習風格在學習困擾之「學校因素」層面則未見其預測力。
七、人格特質與學習風格可有效預測學生整體學習困擾
    本研究調查發現人格特質與學習風格可以有效預測整體學習困擾，其中以「分散型」有最佳解釋力，其次依序為「神經性」、「同化型」「和善性」、「外向性」及「自律性」。
    本研究提出以下建議：
一、對學校的建議：增加與家長交流的機會、教學設備應符應潮流、調查高職餐飲科學生的人格特質傾向與學習風格類型。二、對教師的建議：提升學生學習成效方面、課程進行方式方面。三、對家長的建議：關心孩子從瞭解開始、以鼓勵支持的態度看待孩子的生涯發展。四、對後續研究的建議：量表的修訂及補充、增加其他課程之研究、兼採質化與量化研究。

Parallel Abstract 〈TOP〉

This research is to investigate the influence of the food and beverage management department in vocational high school on students’ personality traits, learning styles and Learning disturbances of Baking internships.
First of all, is to understand the common situation of personality traits, learning styles and Learning disturbances for the food and beverage department student. And than, is to explore the differences between students’ background toward personality traits, learning styles and learning disturbances. Finally, is to explore the influence of personality traits, learning styles for learning disturbances.
In order to get the information above, a questionnaire is developed. The study contained 405 valid samples. 
The results of this study were as follows:
1. The students’ background has significant differences on personality traits.
2. The students’ background has significant differences on learning styles.
3. The students’ background has significant differences on learning disturbances.
4. Personality traits and Learning styles can effectively predict the level of student 
learning disturbances of the "family factor".
5. Personality traits can effectively predict the level of student learning disturbances 
of the "personal factor".
6. Personality traits can effectively predict the level of student learning disturbances
  of the "school factor".
7. Personality traits and Learning styles can effectively predict of overall learning 
disturbances .
Based on the findings to the school, teachers and parents some suggestions.

Keywords: Personality Traits, Learning Styles, Learning Disturbances, Food and Baverage Management Department in Vocational High School

Reference ( 92 ) 〈TOP〉

李俊杰（2004）。組織生涯管理、員工個人生涯規劃、人格特質與工作滿意度之關聯研究（未出版之碩士論文）。國立政治大學，台北市。
連結：
呂劍英（2009）。國三學生的學習風格與自然科學習興趣之研究。（未出版之碩士論文）。國立臺灣師範大學，台北市。
連結：
林志展（2004）。台北市綜合高中學生學習態度與學習困擾之研究（未出版之碩士論文）。國立台灣師範大學，台北市。
連結：
林宇祥（2009）。人格特質、學習風格對數位學習成效的影響-以知識創造SECI模式為干擾變數（未出版之碩士論文）。淡江大學，台北市。
連結：
林佳生（2007）。高職實用技能班學生學習型為與學習困擾關係之研究（未出版之碩士文）。國立政治大學，台北市。
連結：

Times Cited (2) 〈TOP〉

Altmetrics

〈TOP〉

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