English  |  正體中文  |  简体中文  |  Items with full text/Total items : 56431/90260 (63%)
Visitors : 11699933      Online Users : 47
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/113953


    Title: 台灣大專校院視光科系學生學習動機與學習投入關係之研究
    Other Titles: A study on the learning motivation and learning engagement of optometry majors in Taiwan
    Authors: 邱美智;Chiou, Mei-Zhi
    Contributors: 淡江大學教育政策與領導研究所碩士班
    鈕方頤;Nyeu, Fong-Yee
    Keywords: Learning Motivation;Optometry majors in Taiwan;Student Engagement;大專校院視光科系;學習投入;學習動機
    Date: 2017
    Issue Date: 2018-08-03 14:36:51 (UTC+8)
    Abstract: 本研究係以採取問卷調查法為主,文獻探討為輔,針對台灣大專校院視光科系學生之學習動機與學習投入現況進行調查。本研究主要目的為:
    一、瞭解視光科系學生之學習動機與學習投入。
    二、探討不同背景變項之視光科系學生學習動機與學習投入差異情形。
    三、瞭解視光科系學生之學習動機與學習投入之相關程度及預測力。
    四、綜合研究結果與建議,提供學校單位及未來後續研究者之參考資料。
    本研究之問卷調查是以台灣大專校院視光科系學生為問卷調查的樣本母群體,採分層隨機抽樣方式進行問卷調查。共寄發正式問卷800份,回收有效樣本共772份,有效問卷回收率為96.5%。

    本研究之主要結論包括:
    一、整體而言,台灣大專校院視光科系學生之學習動機與學習投入現況為中高程度。
    二、台灣大專校院視光科系學生之學習動機中,「內在價值」構面的程度最高,而對「考試焦慮」構面的程度最低;學習投入現況,以「行為學習投入」層面為最高,「認知學習投入」層面最低。
    三、視光科系學生之學習動機會依其「性別」、「年齡」、「學制」、「家庭背景與視光產業是否相關」、「是否就職於視光相關產業」、「是否欲參加視光師考試」、「未來是否欲從事相關行業」而有差異。
    四、視光科系學生之學習投入會依其「性別」、「學制」、「家庭背景與視光產業是否相關」、「是否就職於視光相關產業」、「是否欲參加視光師考試」、「未來是否欲從事相關行業」而有差異,「年齡」則無差異。
    五、大專校院視光科系學生整體學習動機與整體學習投入呈現顯著中度正相關,顯示學習動機程度愈高,則學習投入強度更強。
    六、大專校院視光科系學生之學習動機對學習投入有正向預測功能。
    The purpose of this study is to investigate learning motivation and student engagement of optometry majors in Taiwan. Through this study, we can understand the circumstances of learning motivation and student engagement of optometry majors in Taiwan and the relationship between them.
    Learning motivation is the inner psychological process of arousing, maintaining and guiding students'' learning activities to reach goals set by teachers, which can be divided into three dimensions: self-efficacy, intrinsic value, and text anxiety.
    Student engagement means students participating in school activities which can help them acquire high-level thinking and development, including students attending classes and the interaction among students, teachers and the institution, which can be divided into three dimensions: behavioral engagement, emotional engagement, and cognitive engagement.
    The “Questionnaire on the learning motivation and student engagement of optometry majors in Taiwan” is used as a research tool to collect information from optometry majors students in Taiwan. Data are analyzed using statistical methods including descriptive statistics, t-test, one-way ANOVA, Pearson’s correlation analysis and multiple regression analysis. A total of 800 questionnaires were distributed, with 772 valid responses, attaining a valid response rate of 96.5%. The conclusions of this research are as follows:
    1. The degree of learning motivation for optometry students in Taiwan is high.
    2. Learning motivation for optometry students in Taiwan is affected by different background factors.
    3. The degree of student engagement for optometry students in Taiwan is high.
    4. Student engagement level for optometry students in Taiwan is affected by different background factors.
    5. The relationship between learning motivation and student engagement for optometry students in
    Taiwan is significantly modestly positive.
    6. Learning motivation is predictive of student engagement for optometry students in Taiwan.
    Based on the results of this research, suggestions were provided to the government, higher education institutions, faculty members, students, and future researchers.
    Appears in Collections:[教育政策與領導研究所] 學位論文

    Files in This Item:

    File Description SizeFormat
    index.html0KbHTML36View/Open

    All items in 機構典藏 are protected by copyright, with all rights reserved.


    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - Feedback