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期刊論文
刊名教育研究與發展期刊
專輯名稱教育心理、輔導與測評
卷期12:4
篇名技職大專生學習取向及其相關因素之研究
其他題名並列題名;Learning Approaches and Its Related Factors of Undergraduate Students in a Technological University
起訖頁57-86
作者鄭博真
出版/發行者國家教育研究院
出版中心教育資源及出版中心
出版年月2016/12
出版地新北市
出版國別臺灣
語文中文
ISSN18166504
關鍵字詞表面學習取向深度學習取向學習取向deep learning approacheslearning approachessurface learning approaches
章節標目摘要(頁57-58);壹、緒論(頁59-62);貳、文獻探討(頁62-67);參、研究方法(頁67-70);肆、結果與討論(頁70-79);伍、結論與建議(頁79-80);參考文獻(頁81-86)
摘要中文摘要:本研究旨在探討技職大專生的學習取向及其相關因素。研究對象為某私立科技大學日間部1,817名學生。採用「大專生學習取向量表」作為研究工具蒐集實證資料。以相依樣本及獨立樣本t檢定、獨立樣本單因子變異數分析進行統計處理。研究結果發現:技職大專生偏向採用深度學習取向及深度學習策略,然而偏向具有表面學習動機。不同性別、學制、年級、學院及學業表現的技職大專生,在學習取向的某些層面具有顯著差異。根據研究結果,本研究建議教師宜激勵學生的深度學習動機,指導學生深度學習策略,輔導學業表現較弱學生使用深度學習取向。未來可以與其他大學進行跨校研究。採用縱貫性研究追踪學生學習取向在不同年級的發展。亦可探究其它預示因素對學習取向的影響,以及學習取向對學習成效的影響。

英文摘要:The purpose of this study was to investigate the students’ learning approaches and examine its related factors. There were 1,817 students participating in this study at private technological university. The scale of learning approaches was utilized for collecting empirical data. The independent-samples, dependent-samples t-test and oneway analysis of variance were used to analyze the collected data. This study found that students preferred to take a deep learning approach. Furthermore, they also tended to adopt deep learning strategy. In the aspect of motive, they showed a tendency for higher surface motives. Besides, different gender, the educational systems, grades, college, and learning performances of undergraduate students had the significant impact on their learning approaches. Based on these results, this study suggests that teachers should motivate students to deepen their learning motivation, and guide students to adopt deep learning strategies. Teachers should counsel students with weak academic performance to use a deep learning approach. In the future, the inter-institutional research can be conducted with other universities, to employ longitudinal study tracking the development of students’ learning approaches in different grades as well as explore the impact of other factors on learning approaches, and the impact of learning approaches on learning outcomes.
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