榮民參加公共職業訓練學習動機、學習障礙及學習滿意度之研究
Abstract
本研究旨在探究榮民參加公共職業訓練學習動機、參與障礙及學習滿意度，其目的包括瞭解榮民參加公共職業訓練學習動機、學習滿意度之現況、比較不同背景變項的榮民參加公共職業訓練其學習動機、學習障礙及學習滿意度差異情形及探討榮民參加公共職業訓練「學習動機」與「學習障礙」兩者預測「學習滿意度」之相關程度，最後根據研究發現提出具體建議，以作為相關單位參考依據。
本研究依據文獻資料、相關實證研究及參考國內外相關量表，發展「榮民參加公共職業訓練學習動機、學習障礙及學習滿意度調查問卷」，對退輔會訓練中心92年至94年接受日間四個月以上養成訓練具榮民身分的學員抽樣進行問卷調查，並以描述性統計、t考驗、單因子變異數分析、皮爾森積差相關、簡單迴歸分析、多元迴歸及典型相關等方法進行資料處理與分析，獲致結論如下：
壹、榮民參加公共職業訓練有強烈的學習動機，其中以「求知興趣」的動機最高，其次分別為「社交關係」、「逃避與刺激」和「外界期望」；而以「職業進展」的動機最低。
貳、抽樣調查分析發現其感受整體學習障礙影響程度不高；就學習障礙各層面而言，「意向障礙」影響程度最高，而「情境障礙」對榮民學習影響的程度最低。
參、榮民參加公共職業訓練的整體學習滿意度普遍認同程度高，就學習滿意度各層面而言，以「教師教學」的滿意程度最高，各層面之滿意程度均達顯著水準。
肆、榮民參加公共職業訓練的學習動機因不同背景變項而有所不同；其中「性別」、「年齡」、「有無領取月退俸」、「學歷」、「軍種」、「軍階」、「取得參訓訊息」等變項之榮民在「整體學習動機」表現上，沒有顯著差異。在「學習動機各層面」表現上，亦無顯著差異。
伍、榮民參加公共職業訓練的學習滿意度因不同背景變項而有所不同，其中「性別」、「年齡」、「家庭總收入」、「有無領取月退俸」、「學歷」、「年資」、「居住地區」、「軍種」等變項在「整體學習滿意度」表現上，沒有顯著差異，各滿意度層面亦均無顯著差異。
陸、榮民參加公共職業訓練的學習動機與學習滿意度之間具有正相關，學習障礙與學習滿意度之間具有負相關。
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。
捌、利用典型相關(canonical correlation)分析：以學習動機各層面五個變項為控制(預測)變項，學習滿意度各分層面四個變項為效標變項，可得到四個典型變量。此外以學習障礙各層面三個變項為控制(預測)變項，學習滿意度各層面四個變項為效標變項，可得到一個典型變量。
最後，依本研究結論提出三大項，十二點建議，以供公共職業訓練主管機關(退輔會)、訓練機關(退輔會訓練中心)及後續研究者三方面參考。
關鍵詞：榮民、公共職業訓練、學習動機、學習障礙、學習滿意度
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
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
Description
Keywords
榮民, 公共職業訓練, 學習動機, 學習障礙, 學習滿意度, Veterans, public vocational training, learning motivation, learning disorder, learning satisfaction