[[alternative]]A Study on The Relationships among Teachers’ Class Management, Parents’ Educational Attitude and Students’ Learning Motivation of Pragmatic Skills Programs at Vocational High Schools.

碩士工業教育與技術學系[[abstract]]摘 要 本研究主要目的在探討高職實用技能班教師班級經營、家長教育態度與學生學習動機之關係，瞭解學習動機的相關因素，以作為改善實用技能班一年段學生繼續進修意願之參考。為達研究目的，本研究主要採問卷調查法，進行實徵性的探究。首先經由文獻探討，確立影響學習動機之因素，以進行假設考驗。本研究所謂影響因素，包括教師班級經營、家長教育態度、個人基本資料、家庭背景等。 本研究以九十學年度高職（含綜合高中）辦理實用技能班一年段學校92所，學生10,866人為樣本母群體，以分層隨機抽樣32所學校，再以叢集抽樣方式選取51個班級，每班35人，合計1,785人為樣本。回收28所學校，問卷回收1,266份，有效問卷966份，實際有效回收率為76.3%。研究問卷包括基本資料、教師班級經營量表、家長教育態度量表、學習動機量表四部分。資料分析主要採平均數、標準差、Pearson積差相關、t考驗、單因子變異數分析、Scheffe事後比較法及多元逐步迴歸分析等統計方法。經由以上之研究過程，本研究獲致之結論如下： 壹、實用技能班學生的家庭背景以中、低社經地位為主。 貳、實用技能班教師班級經營品質，受到不同背景的學生肯定；即教師都重視班級經營的品質。 參、實用技能班學生不論其家庭社經地位高低，其父母對子女教育態度均保持中、高程度的關注；即父母都重視子女的教育狀況。 肆、實用技能班學生在繼續進修意願與學習動機方面表現出強烈的企圖心。 伍、教師班級經營、家長教育態度、學生繼續進修意願與實用技能班學生學習動機四者之間呈現正相關且達顯著水準。 陸、性別與就讀類科變項在實用技能班學生學習動機方面有顯著差異存在。公私立、學校位置、上課時段與家庭背景等變項在實用技能班學生學習動機及其各層面均無顯著差異存在。 柒、性別、學校位置變項在教師班級經營方面有顯著差異存在。 捌、家長教育程度、職業與家庭社經地位變項在家長教育態度方面有顯著差異存在。 玖、教師班級經營、家長教育態度及學生繼續進修意願對學習動機具有預測力。 拾、教師班級經營及家長教育態度對學生繼續進修意願具有預測力。 關鍵字：實用技能班、教師班級經營、家長教育態度、學習動機。[[abstract]]Abstract The purpose of the study was to explore the relationships among teachers’ class management, parents’ educational attitude and students’ learning motivation of pragmatic skill programs at vocational high schools. The results could be served as a reference to improve in one-year section of pragmatic skill programs students’ will to further their study. To acquire the results, questionnaires were used as a major tool. Factors that affect learning motivation are at first confirmed by probing into documents. The factors of the study include teacher’s class management, parents’ educational attitude, personal data, and family background. The study uses 92 vocational high schools, (including comprehensive high schools) with pragmatic skill programs in one-year section as its sample population; the student numbers are 10,866. Use stratified random sampling to select 32 schools and then use cluster sampling to select 51 classes, 35 students for each class, total sample numbers are 1,785. 28 schools return the questionnaires. 1266 questionnaires were collected with a return rate of 73.6%. 996 valid questionnaires were included. The questionnaires include personal data, charts of teacher’s class management, parents education attitudes, and learning motivation. Data were analyzed by a mean, standard deviation, Pearson product moment correlation, t-test, one-way ANOVA, Scheffe method and multiple stepwise regression analysis. The results are as follows: 1.Most students of pragmatic-skill programs at vocational high schools are from families with middle or lower social economic status (SES). 2.The quality of teachers’ class management of pragmatic skill programs at vocational high schools are supported by various SES students. That is, teachers of pragmatic skill programs affirmed the quality of the class management. 3.Parents of students from pragmatic-skill programs remain moderate or high attention to SES children, no matter what parents’ SES is. That is, parents care about the education of their children. 4.Students of pragmatic skill programs at vocational high schools show extremely positive attitude to further their schooling and show extremely positive learning motivation. 5.The relationships between teachers’ class management, parents’ educational attitude and students’ learning motivation of pragmatic skill programs at vocational high schools show significant positive correlations. 6.Students’ gender and major greatly influence students’ learning motivation. Whether students study in private or public schools shows no significant difference. School location, class schedule, and family background of students in pragmatic skill programs would not obviously affect their learning motivation. 7.Gender and location of school show significant difference in teachers’ class management. 8.Parents’ educational degree, occupation, and SES deeply influence parents’ educational attitude. 9.Teachers’ class management, parents’ educational attitude and students’ intent to further study are good predictors of students’ learning motivation. 10.Teachers’ class management and parents’ educational attitude are good predictors of students’ intent to further study, toward learning motivation can be predicted. Key words: pragmatic skill programs, class management, parents’ educational attitude, learning motivatio