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The Research on the Learning Motivation, Disorder and Satisfaction of Veterans Attending Public Vocational Training Program
public vocational training
柒、使用簡單迴歸分析法，利用「學習動機」對「學習滿意度」進行預測，可得到簡單直線迴歸方程式： ＝.507X－42.339。進一步使用多元迴歸方式，利用「學習動機」與「學習障礙」預測「學習滿意度」，得到直線多元迴歸方程式 ＝.514X1－.157X2＋45.832。
Abstract The study explores the learning motivation, disorder, and satisfaction of veterans attending public vocational training and pursues several objectives: finding the current status of learning motivation of the veterans attending public vocational training; finding the current status of learning satisfaction of the veterans attending public vocational training; comparing the difference in learning motivation, learning disorder and learning satisfaction respectively between the veterans of different backgrounds as variance attending public vocational training; discovering the correlation between learning motivation and learning satisfaction of veterans attending public vocational training; and also discovering the correlations between the prediction of learning satisfaction on the basis of learning motivation and prediction of learning satisfaction on the basis of learning disorder. At last the study offers some concrete suggestions on the basis of the results found in the study, to serve as reference for the pertinent agencies and parties. To ensure the said objectives are met, method wise, the study adapts literature review and questionnaire survey. First the study began with collecting and organizing all literatures regarding the theme available from domestic and overseas sources ; describing the current conditions of the veterans attending the public vocational training; analyzing the significance, theories, and aspects of learning motivation, learning disorder and learning satisfaction, so as to serve as theoretical foundations and empirical research framework. Next, the study developed and formulated a “Questionnaire on the learning motivation, learning barrier and learning satisfaction of veterans attending public vocational training” according to the literatures and the pertinent empirical researches reports and making uses of the related measurement scales and grading sheets from domestic and overseas sources; and conducted the planned questionnaire survey taking 1200 persons as specimens by random sampling from learners as veterans having completed the four-month or plus, full-time, skilled trades training programs at Training Center of Veterans Affairs Commissions, Executive Yuan, Taiwan ROC, during the period from 2003 through 2005. The questionnaire survey won 678 valid responses after excluding disqualified and unfinished questionnaires from the returned and thus obtained 56.5% valid response rate. Further, the study conducted data processing and analysis on the said survey results by applying the statistic and analysis tools including Descriptive Statistic Analysis, T-test, One Way Analysis of Variance, Pearson Product Moment Correlation, Simple Regression Analysis, Multiple Regression Analysis as well as Canonical Correlation, etc. and finally came to the conclusions as the follows: 1. Among the veterans attending public vocational training – PVT - with strong learning motivation, those pursuing “fun of knowledge” showed the highest motivation, and those pursuing “social relationship”, “shelter or excitement” and “meeting expectation of others” respectively followed, and those pursuing “Vocational Progress” demonstrated the lowest motivation. 2. To the statistic analysis results of the sampling survey it is found that the overall affection of learning disorder perceived by the veterans attending PVT was rather low; in terms of various aspects of learning disorder, affection of “intention disorder” ranked the highest, while, in contrast, affection of “environmental barrier” the lowest. 3. The veterans attending PVT mostly accepted the overall learning satisfaction. In terms of various aspect of learning satisfaction “teachers’ teaching performance” won the highest satisfaction, besides, the satisfaction in respective aspect also reached well above average level. 4. The veterans attending PVT demonstrated different learning motivations – varied to the different background variances respectively; among others the variances such as “Gender, Age, With/without Retirement Pension, Education Level, Army Branch, Rank, and Access to Training Information” demonstrated no significant difference in their manifestation of “overall learning motivation”. Besides, their manifestation of “learning motivation aspects” demonstrated no significant difference either. 5. The “Learning Satisfaction” of the veterans attending PVT varied to the specific background variance respectively; among others the variances such as “Gender, Age, Household Income, With/without Retirement Pension, Education Level, Seniority, Residing Region, Army Branch, etc” demonstrated no significant difference in their manifestation of “overall learning satisfaction”. Besides, their manifestation of learning satisfaction aspects, namely teachers’ teaching performance, learning course, learning environments, demonstrated no significant difference either. 6. The “Learning Motivation” and “Learning Satisfaction” of the veterans attending PVT demonstrated a positive correlation, while, on the contrary their “Learning Disorder” and “Learning Satisfaction” demonstrated a negative correlation. 7. When conducting a prediction of the “Learning Satisfaction” on the basis of “Learning Motivation” through Simple Regression Analysis, a simple linear regression equation as follows is obtained: ＝.507X－42.339。 When further conducting a prediction of the “Learning Satisfaction” on the basis of “Learning Disorder” through Multiple Regression Analysis, a multiple linear regression equation as follows is obtained: ＝.514X1－.157X2＋45.832. 8. By conducting analyzed with Canonical Correlation analysis: taking the five variables of learning motivation aspects as control (prediction) variable, and at the same time taking the four variables of learning satisfaction sub-aspects as criterion variables, four Canonical variates will be obtained as the resultants. Furthermore, taking the three variables of learning disorder aspects as control (prediction) variable, and at the same time taking the four variables of learning satisfaction sub-aspects as criterion variables, only one Canonical variates will be obtained as the resultants. Finally this study offered some suggestions coming in three categories falling into twelve items on the basis of the research conclusions to serve as reference information for public vocational training authorities (Veterans Affairs Commissions for example), training agencies (Training Center of VAC for example) and the researchers interested in the domain. Keywords：Veterans, public vocational training, learning motivation, learning disorder, learning satisfaction
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