以學習投入為中介變項探討學生專業英文學習之未來時間觀與持續學習意願研究

Abstract

本研究以桃園市曾經進行專業英文學習的學生為研究對象，探究學生專業英文學習的未來時間觀、學習投入、持續學習意願之間的關係，及學習投入對於學生未來時間觀及持續學習意願之間的關係。本研究共回收435份有效問卷，透過SPSS統計軟體進行數據分析，以描述性統計分析不同背景變項對於構面的影響；以獨立樣本t檢定與單因子獨立變異數分析檢視背景變項對於學生未來時間觀、學習投入、持續學習意願有無顯著差異；以皮爾森相關係數分析法並探討關切模式各變項各向度彼此相關，檢視各構面之間的關係；以多元迴歸分析探討學習投入在未來時間觀與持續學習意願之間的中介效果。研究結果如下：一、學生性別並沒有顯著差異，但就讀學校類別與類型對於學習投入有影響，而年級、就讀類群對於未來時間觀、學習投入、持續學習意願均有影響；二、未來時間觀、學習投入、持續學習意願之間有顯著相關；三、學習投入對於未來時間觀與持續學習意願有中介效果。最後透過研究結果針對教師在教學上及教育行政機關與學生學習、未來研究提出建議，期盼為專業英文學習提出全新見解與發展。

In this study, Taoyuan City students who had been engaged in professional English language learning were used as the target population to investigate the relationships among students' future time perspective, learning commitment, and willingness to continue learning in professional English language learning, as well as the relationship between learning commitment on students' future time perspective and willingness to continue learning. A total of 435 valid questionnaires were collected in this study, and the data were analyzed by SPSS statistical software. Descriptive statistics were used to analyze the effects of different background variables on the constructs; independent sample t-tests and one-way independent variance analyses were conducted to examine whether there were any significant differences in the effects of the background variables on students' views of their future time, their commitment to learning, and their willingness to engage in continuous learning; and Pearson's correlation coefficient analyses were used to examine the relationship among the variables in the relationship model and to examine whether they were correlated with one another. Pearson's correlation coefficient analysis was also used to examine the correlation between the variables of the correlation model and the relationship between the constructs. Multiple regression analyses were conducted to investigate the mediating effect of learning engagement between students' view of future time and their willingness to continue learning. The results of the study were as follows: (1) there was no significant difference in students' gender, but the type of school and the type of schooling had an effect on learning engagement, and the grade level and the type of schooling had an effect on future time perspectives, learning engagement, and willingness to continue learning; (2) there was a significant correlation between future time perspectives, learning engagement, and willingness to continue learning; and (3) there was a mediating effect of learning engagement on future time perspectives and willingness to continue learning. Finally, the results of the study provide recommendations for teachers and educational administrators in their teaching, student learning, and future research, in the hope of providing new insights and developments for professional English language learning.