技術型高中進修學校學生時間管理、工作投入與學習投入之相關研究-以宜蘭地區為例

Abstract

本研究旨在探討技術型高中進修學校學生時間管理、工作投入與學習投入的情況、差異與相關情形。為達成研究目的，本研究先行透過文獻探討，建構理論基礎，並據以編製 「技術型高中進修學校學生時間管理、工作投入與學習投入之調查問卷」。時間管理分為目標設定與優先性、時間管理行為的機制兩構面；工作投入分為工作認同、工作專注和工作樂趣；學習投入分為行為投入、情緒投入和認知投入。從問卷調查所得資料透過次數分配、平均數、標準差、t檢定分析、單變量變異數分析、相關分析、預測力等統計處理及分析後，得到許多重要結論，包括： 一、技術型高中進修學校學生普遍目標設定與優先性傾向較高，且普遍認為學生時間管理是學習投入成敗的關鍵。二、技術型高中進修學校學生的時間管理因年齡與一週工作時數不同而略有差異。三、技術型高中進修學校學生的工作投入會因年齡與家庭就業結構的不同而有差異。四、技術型高中進修學校學生的學習投入會因性別與年齡的不同而有差異。五、技術型高中進修學校學生的時間管理與學習投入具有正相關性。六、技術型高中進修學校學生的時間管理與工作投入具有正相關性。七、技術型高中進修學校學生的工作投入與學習投入具有正相關性。八、技術型高中進修學校學生的時間管理及工作投入對學習投入具有影響。This study was designed to investigate the technology-based training school high school students time management, job involvement and learning involvement situation, difference and the relevant circumstances. This study first through a literature review the construction of theoretical basis, and according to the preparation of " technology-based training school high school students time management, job involvement and learning involvement the questionnaire" for achieve the study purpose. Time management is divided into goal setting and prioritization, time management mechanism acts both facets; job involvement is divided into recognition, focus and fun of the work; learn involvement is divided into behavior involvement, emotional involvement, and cognitive involvement. By the number distribution, mean, standard deviation, t test analysis, univariate analysis of variance, correlation analysis, predictive power, statistical processing and analysis to obtain a number of important conclusions, including: First, the technology-based training school high school students generally target setting and priority tendencies are higher, and generally believe that students time management is the key to learn involvement success. Second, the technology-based training school high school students time management of different due to ages and the number of hours worked a week. Third, the technology based training school high school students job involvement of different due to ages and family employment structure. Fourth, the technology-based training school high school students job involvement of different due to ages and gender. Fifth, the technology-based training school high school students time management and learn involvement has positive associations. Sixth, the technology-based training school high school students time management and job involvement has positive associations. Seventh, the technology-based training school high school students job management and learn involvement has positive associations. Eighth, the technology-based training school high school student time management and job involvement has an impact on the learning involvement.