The Study on Learning Motivation and Learning Satisfaction of the Agricultural Vocational School Students in Northern Taiwan Area

• Main Authors: Kai-Cheng Lee, 李凱誠
• Other Authors: 林淑珍
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/7ps4tq

碩士 === 國立臺北科技大學 === 技術及職業教育研究所 === 106 === The research aims to investigate the current situation of learning motivation and learning satisfaction of the agricultural vocational school students in northern Taiwan area, and to explore the differences of learning motivation and learning satisfaction under different background variables. The study was conducted via self-structured questionnaire and subjects who are the agricultural vocational school students in northern Taiwan area. 1,271 questionnaires were issued and 1,101 valid questoinnaires were collected with the effective recovery rate 86.6%. Analyzing the received data by descriptive statistics, one-sample T-test, independent sample T-test, independent sample T-test, one-way Analysis of variance (ANOVA) and regression analysis, significant results are showed as follows: 1.“Learning motivation” is high among study samples. The score of “success expectation” ranks the highest, along with “work value” and “positive affectivity” and “self-efficacy” ranks the lowest. 2.“Learning satisfaction” is high among study samples. The score of “interpersonal relationships” ranks the highest, along with “teaching faculty” and “learning achivement” ranks the lowest. 3.“Gender” makes a remarkable difference in “success expectation” and “work value” among the “learning motivation” of the research subjects. In respect of “success expectation” and “work value” female students rank significantly higher than male students . 4.“Attendance department” makes a remarkable difference in “work value” and “self-efficacy” among the “learning motivation” of the research subjects. In respect of “work value,” students of Horticulture rank significantly higher than that of Fowl and Livestock Health Care while the outcome shows opposite in respect of “self-efficacy”. 5.“Parental educational level” makes a remarkable difference in “success expectation” and “self-efficacy” among the “learning motivation” of the research subjects. In respect of “success expectation,” students whose parents have college degrees rank significantly higher than students whose parents have general and vocational high school degrees. In respect of “self-efficacy,” students whose parents have graduate degrees and above rank significantly higher than students whose parents have general and vocational degrees. 6.“Parental occupation” makes a remarkable difference in “work value” within the “learning motivation” of the research subjects. In respect of “work value,” students whose parents engage in agriculture-related occupations rank significantly higher than students whose parents does not. 7.“Occupational planning” makes a remarkable difference in the “learning motivation” of the research subjects. In general, students who choose to pursue a higher education rank significantly higher than those who choose to work in respect of “success expectation” and “self-efficacy.” 8.“Learning motivation” makes a remarkable difference in “learning satisfaction” of the research subjects. In general of “learning satisfaction,” “positive affectivity” ranks significantly higher than “work value” in “learing motivation”. In respect of “learning achievement,” the learning motivation of “positive affectivity” ranks significantly higher than that of “success expectation.” In respect of “interpersonal relationships,” the learning motivation of “positive affectivity” ranks significantly higher than that of “work value.”