[[alternative]]The Relationship Among Self-Directed Learning, Learning Motivation, Learning Strategies and Self-Concept on the In-service Students in the Technology College

博士工業教育與技術學系[[abstract]]本篇研究在探討二專在職學生其學習動機、學習策略與自我導向學習之間的關係，並探討自我概念對學習動機與學習策略的影響。 首先採文件分析法，分別探討他們的涵義與彼此的關係作為理論依據，其次依據文獻分析結果編製自我導向學習準備度問卷、學習策略量表、學習動機量表與自我概念量表，作為研究的工具。 本研究以台灣地區技專院校二專在職進修部與附設專科進修學校學生為抽樣母體，共發出1,960份問卷。有效回收份數為1,191份，有效回收率為61%，以多變項變異數分析、典型相關分析、多變項複迴歸、逐步迴歸分析、徑路分析、缺適性檢定等統計方法，將所得資料予以處理分析。 綜合各種統計分析結果，將研究發現與建議分述如下： 一、 研究發現 1. 二專夜間部與進專學生其自我導向學習各構面上的得分以「熱愛學習」平均最高，「有效率的學習」最低。在學習動機各構面上的得分以「內在目標取向」得分最高，「學習的自我效能」最低。在學習策略各構面的得分以「演練策略」與「資源經營策略」得分最高，最低為「後設認知策略」。 2. 部分背景變項對自我導向學習、學習動機、學習策略有交互作用存在。 3. 自我概念、學習動機與學習策略呈正相關。 4. 學習動機與學習策略其交互作用對自我導向學習有預測力。 5. 學習動機各構面可直接或間接透過批判思考策略與後設認知策略影響自我導向學習各構面與整體自我導向學習。 二、 建議 1.二專夜間部與進專學生當務之急是提昇其自我效能。 2.必須加強二專夜間部與進專學生批判思考與後設認知策略的使用。 3.促進自我導向學習，除了增強學習者的學習動機外，也必須提昇其使用學習策略的能力，兩者同時加強，對自我導向學習的提昇幅度更多。[[abstract]]The purpose of this research was to investigate the relationship among learning motivation, learning strategies and self-directed learning on the in-service students in the technology college, to study the state of self-concept influences learning motivation and learning strategies. Documentary analysis was first used to discuss the connotation and the relationship of these variables, so as to establish a basis for the research theory. Next, according to the literature review, four types of inventory include self-directed learning readiness, learning motivation, learning strategies and self-concept, were created as instruments for gathering empirical data. The population was composed of the students in the technology college have three year part-time at night or the students in the technology college have as a subsidiary organization for advanced study. A total of 1,960 samples were draw from the population. The number of questionnaires collected validly back was 1,191, a success rate of 61%. The research hypothesis was test on the questionnaire data using a variety of methods including multivariate variance analysis, canonical correlation analysis, multivariate multiple regression, multiple stepwise regression, path analysis and lack of fit. This serves as a basis for explanation of the data. Base on the results of statistic analysis, the following findings and recommendations are proposed for adult educators: 1. The findings (1) The score of love learn dimension is highest, but effective learning is lowest. The score of intrinsic goal approach on learning motivation is highest, but learning self-efficacy is lowest. The score of rehearsal and information management on learned strategies are highest, but meta-cognition is lowest. (2) Parts of the background variables have interactive effect on self-directed learning, learning motivation and learning strategies. (3) Self-concept, learning motivation and learning strategies are positive relation. (4) Learning motivation, learning strategies and their interactive effective can predict self-directed learning. (5) Learning motivation can direct predict self-directed learning, or through critical thinking and meta-cognition strategies indirect predict self-directed learning. 2. Recommendations (1) It is the most important thing to promote learning self-effecacy for the students in the technology college. (2) Educators must enhancing students’ using of critical think and meta-cognition strategies. (3) As we know, raising one’s learning motivation will enhance his/her self-directed learning. The learning strategies created or promoted by either educators or learners will do so. While these two factors are operating together at the same time, the effects of learning will be much better