林美和Lin, Mei-ho李坪鍵Li,Ping-Chien2019-08-292009-7-62019-08-292009http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0095023105%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/92281本研究旨在瞭解社區大學學員對非正規學習成就認證態度之現況，包括認知、情感及意向三大部分，分析影響上述三者的學員背景因素，並進一步探究三者之間的相互關係，以及分析學員背景變項與學習成就認證認知、情感對其認證意向之預測力。 為達成研究目的，本研究採分層隨機抽樣方式，以國內申請非正規教育課程認證最積極的永和社區大學及宜蘭社區大學學員為研究對象，研究工具為「社區大學學員對非正規學習成就認證態度問卷」進行問卷調查，回收有效樣本數共504份，回收率達84％，使用之統計方法包括描述統計分析、獨立樣本t檢定、F檢定、皮爾森積差相關及多元迴歸等，將之數據分析與討論，得到研究結論如下： （一）整體而言，社區大學學員對非正規學習成就認證持正向態度，若能提升國內非正規學習成就認證的價值與功能，更能引發社大學員對課程證明需求及參與認證課程意願。 （二）社區大學學員對非正規學習成就認證普遍認知不足，但會因「累積學分」及「課程類別」變項不同而有所差異。 （三）多數社區大學學員對非正規學習成就認證持贊同態度，但會因「婚姻狀況」、「教育程度」及「社大區域」變項不同而有所差異。 （四）多數社區大學學員對非正規學習成就認證有所需求及參與意願，但會因「教育程度」與「職業背景」變項不同而有所差異。 （五）非正規學習成就認證的認知、情感及意向之間具有其相關性。 （六）學員的認證制度看法對於認證需求及參與意願最具有預測力。 最後，研究者根據研究結論，提出建議，以作為社區大學、教育行政單位及未來相關研究之參考。This study aims at understanding the present state , and investigating the relationship among the cognition , affection as well as intention and exploring the Influence factors of the learner background from the accreditation of non-formal learning achievements in the community university learners. To achieve this purpose, the questionnaire was developed, namely “Survey of the Attitude about the Accreditation of Non-formal Learning Achievements in Community University Learners”. The samples were selected by the stratified random from the Yonghe and Yilan community university , the most active applying for non-formal education programs accreditation in Taiwan; 504 were considered valid, the effective sample response rate is 84%. It analyzed the data by using the statistic descriptive, T-test, F-test, Pearson’s correlation and multiple regression analysis. Based on the study, the findings are as follows: 1. Generally, the community university learners have the positive attitude toward the accreditation of non-formal learning achievements ; if its value and function could be raised , the need of the curriculum proof and the will of the participation certification curriculum would be high. 2. The community university learners are not cognizant enough of the fact of the accreditation of non-formal learning achievements , but it reveals significant difference according to their accumulation course credits and the curriculum category. 3. Most of the community university learners have the approval attitude toward the accreditation of non-formal learning achievements, but it reveals significant difference according to their marital status, education background and the region of community university. 4. Most of the community university learners have the need and participation will toward the accreditation of non-formal learning achievements , but it reveals significant difference according to their educational and occupation background. 5. The attitude of cognition , affection and intention of the community university learners toward the accreditation of non-formal learning achievements are relative. 6. The accreditation system has high predictive to the need of the curriculum proof and the will of the participation certification curriculum Based on the conclusions of this study, researcher raises some suggestions for the community university, education administration and future studies.非正規學習學習成就認證社區大學態度non-formal learningaccreditation of learning achievementscommunity universityattitude