在職進修人員工作與家庭衝突對學習倦怠之影響-以自我效能為調節變項

• Main Author: 鍾欣莉
• Other Authors: 謝秉蓉 博士
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/99476477903507223929

碩士 === 國立高雄師範大學 === 人力與知識管理研究所 === 100 === Abstract This study aims on students who are taking refresher courses at public or private two-year college, university, and graduate institutein Kaohsiung. We try to discuss the relationship between work-family conflicts, social support and learning burnout of students who are taking refresher courses. The study result is supported by empirical data and provides some suggestions for those who want to take refresher courses and further researchers. We send out 400 questionnaires and get 325 returned ones. The final valid questionnaires are 313 and the return rate is 78.3%. The result is indicated as below: Most of respondents in this study are female, merry, under thirty years old, and study in university right now. Most of them have strong motivation of self ctualization even they all play different social roles now and they would prefer to study at school in half hour in short distance. The result indicates the time conflicts interfere each other have strong impact on learning attitude. And the result indicates the time conflicts or behavior conflicts interferes each other have interpersonal relationship alienation and low learning emotion and emotion burnout. The moderation effects of initiative ability and persistence are partially supported in this study. Proposed job training staff and supervisors at work, colleagues to establish positive interaction, to ask seniors sister at the school, to alleviate the pressure on time and behavior in the personal aspects of attention around available resources, to benefit the operation of the multi-role;and please the partner, family, friends, and to provide a support network, in order to reduce the learning of job training burnout. Key words Work-fmaily conflicts, Self-efficacy, learning burnout.