職業訓練成效之研究－以訓練類別為干擾變數

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Title:	職業訓練成效之研究－以訓練類別為干擾變數
Other Titles:	Vocational Training Effectiveness with Training Type as an Interference Variable
Authors:	許格嘉 HSU, KO-CHIA
Contributors:	企業管理學系管理科學碩博士班黃國忠;范惟翔 HUANG, KUO-CHUNG;FAN, WEI-SHANG
Keywords:	學習滿意度;學習態度;學習策略;學習動機;學習成效 Learning Satisfaction;Learning Attitude;Learning Strategy;Learning Motivation;Learning Effectiveness
Date:	2023
Issue Date:	2023-11-13 14:47:36 (UTC+8)
Abstract:	職業訓練計畫長久以來被各國政府視為施政的重點方針，為求能更深入了解剖析影響職業訓練學習滿意度與學習成效的各項影響因素；並促進企業重視人力資本發展，提升勞工素質。因此本研究以勞動部勞動力發展署雲嘉南分署2022~2023年度之間曾參與失/待業者或在職者職業訓練計畫之學員為對象，數據資料蒐集係採用問卷調查方式進行，依據文獻探討與專家討論來設計產出研究問卷提供受訪者填答，共計取得337份網路有效樣本用於後續統計分析，包括：描述性統計分析、單一樣本T檢定、效度分析、信度分析、相關分析與迴歸分析等統計分析方法。　　研究結果發現：(1)內在動機對學習成效、教學品質滿意度對學習成效及學習態度對學習環境滿意度並不具有解釋力之外，其餘4個構面間因果關係均達顯著正向影響關係；(2)干擾效果的驗證發現在5個因果關係與2個干擾變項所構成的13條可能的干擾效果中，有10條干擾效果達顯著水準。　　Vocational training programs have long been regarded as a key administration policy by governments worldwide. Governments have attempted to gain a more profound understanding of the factors influencing learning satisfaction and the learning effectiveness of vocational training. They aim to promote enterprises’ emphasis on human capital development and labor quality. As such, this study enrolled the participants of vocational training programs for the unemployed/non-employed or working people of the Yunlin-Chiayi-Tainan Regional Branch of Workforce Development Agency between 2022 and 2023 as the research subjects. A survey questionnaire was used for data collection. The literature review findings and expert discussion were employed to design the research questionnaire that the study subjects were asked to complete. A total of 337 valid samples were obtained on the Internet for subsequent statistical analysis, including descriptive statistical analysis, a one-sample t-test, effectiveness analysis, reliability analysis, correlation analysis, and regression analysis. 　　This study's results reveal the following: (1) Intrinsic motivation has no explanatory power for learning effectiveness, teaching quality satisfaction, learning effectiveness and learning attitude, and learning environment satisfaction. The causal relationship among the other four dimensions has a significant positive influence relationship. (2) The interference effects validated that among the 13 possible interference effects consisting of five causal relationships and two interference variables, there are 10 interference effects reaching a significant level.
Appears in Collections:	[Department of Business Administration, Master/Ph.D Program in Management Sciences] Disserations and Theses(Master and Doctoral Program in Management Sciences)

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