北區國立大學學務人員終身學習素養與自我效能關係之研究
No Thumbnail Available
Date
2013
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
為探討北區國立大學學務人員終身學習素養與自我效能之現況，以及終身學習素養及自我效能間的關係，本研究採問卷調查法，以101學年度服務於北區國立大學學生事務處之學務人員為研究對象，研究工具包括個人基本資料、終身學習素養量表與自我效能量表等三項，正式施測樣本為400份，實得有效樣本為357份，有效回收率為89.25％。施測資料分別以描述性統計、獨立樣本t考驗、單因子變異數分析、皮爾森積差相關等統計方法加以分析，研究結果分述如下：
一、北區國立大學學務人員終身學習素養現況傾向於高程度之狀況，其中以「終身學習認知」層面表現最佳。
二、北區國立大學學務人員自我效能現況傾向於中高程度之狀況，其中以「挫折包容」層面表現最佳。
三、北區國立大學學務人員終身學習素養因性別、年齡、婚姻狀況、教育程度及最近5年內終身學習參與類別不同而有顯著差異。
四、北區國立大學學務人員自我效能因性別、年齡、婚姻狀況及最近5年內終身學習參與類別不同而有顯著差異。
五、北區國立大學學務人員終身學習素養與自我效能呈現顯著中度正相關，終身學習素養感受程度愈高，自我效能的表現愈佳。
最後依據研究結論，提供學務人員、學務相關單位、教育行政機關及後續研究之建議。
A Study on the Relationship between Lifelong Learning and Self-efficacy of the Student Affairs Staff of National Universities in the Northern Taiwan. Abstract This study explored the relationship between lifelong learning and self-efficacy of the student affairs staff of National Universities in the Northern Taiwan. The staff members serving in the State-run Universities in the Northern Taiwan in the academic year of 2012 were surveyed by means of a lifelong learning questionnaire, which includes some personal background items, as well as a self-efficacy scale. The sample size was 400 of which 357 were effective, with a return rate of 89.25%. Data were analyzed by descriptive statistics, independent sample test, one-way ANOVA, and Pearson product-moment correlation. The results are as follows: 1. The staff tended to have high scores in various sections of lifelong learning survey, and the highest score was with "lifelong learning cognition." 2. The staff tended to have at least above the average scores in various dimensions of self-efficacy scale, and the highest score was with "frustration tolerance." 3. The staff had significant differences in lifelong learning scale responses due to gender, age, marital status, educational attainment and choices of lifelong learning actions in the past 5 years. 4. The staff had significant differences in self-efficacy scale scores due to gender, age, marital status, educational attainment and choices of lifelong learning actions in the past 5 years. 5. There was a moderate positive relationship between lifelong learning and self-efficacy. Based on the research findings, recommendations for future researches, the student affairs office and its staff, as well as the authorities were proposed. Keywords: University Student Affairs staff, lifelong learning, self-efficacy
A Study on the Relationship between Lifelong Learning and Self-efficacy of the Student Affairs Staff of National Universities in the Northern Taiwan. Abstract This study explored the relationship between lifelong learning and self-efficacy of the student affairs staff of National Universities in the Northern Taiwan. The staff members serving in the State-run Universities in the Northern Taiwan in the academic year of 2012 were surveyed by means of a lifelong learning questionnaire, which includes some personal background items, as well as a self-efficacy scale. The sample size was 400 of which 357 were effective, with a return rate of 89.25%. Data were analyzed by descriptive statistics, independent sample test, one-way ANOVA, and Pearson product-moment correlation. The results are as follows: 1. The staff tended to have high scores in various sections of lifelong learning survey, and the highest score was with "lifelong learning cognition." 2. The staff tended to have at least above the average scores in various dimensions of self-efficacy scale, and the highest score was with "frustration tolerance." 3. The staff had significant differences in lifelong learning scale responses due to gender, age, marital status, educational attainment and choices of lifelong learning actions in the past 5 years. 4. The staff had significant differences in self-efficacy scale scores due to gender, age, marital status, educational attainment and choices of lifelong learning actions in the past 5 years. 5. There was a moderate positive relationship between lifelong learning and self-efficacy. Based on the research findings, recommendations for future researches, the student affairs office and its staff, as well as the authorities were proposed. Keywords: University Student Affairs staff, lifelong learning, self-efficacy
Description
Keywords
大學學生事務人員, 終身學習素養, 自我效能, University Student Affairs staff, lifelong learning, self-efficacy