A study of the relationship among Work Values, Learning Attitude, and Learning Satisfaction for Rotary Cooperative Education Program of Vocational Senior High School Students

本研究旨在探討高職輪調式建教班學生工作價值觀、學習態度與學習滿意度之關係。研究採用調查法，以新北市實施輪調式建教合作班之2所私立高職學校學生為對象，共計發出700份問卷，共獲得有效問卷625份，有效問卷回收率為89.28%。正式問卷回收之後，分別以描述統計、t考驗、單因子變異數分析、皮爾森積差相關、逐步多元迴歸分析等統計方式對回收資料進行分析。 本研究獲得結論如下： 一、高職學生知覺工作價值觀各層面達中上水準，且以組織安全與經濟層面表現較為突出。 二、高職學生知覺學習態度各層面在中等程度，其中以家庭期望及自我期許較高。 三、高職學生知覺學習滿意度各層面為中等程度，其中以學習成果最為顯著。 四、高職學生個人背景變項對工作價值觀各層面之感受，尊嚴層面特別顯著，自我實現、社會互動、安定與免於焦慮方面均無差異。 五、高職學生個人背景變項對學習態度各層面及整體之感受，在自我期許層面之差異較為顯著。 六、高職學生個人背景變項在學習滿意度各層面感受均有所差異。 七、高職學生工作價值觀、學習態度與學習滿意度之間具有顯著正相關。 八、高職學生工作價值觀與學習態度對學習滿意度具有預測力。 此外，本研究根據上述結論，分別對教育行政機關、辦理輪調式建教合作班之高職學校與實習廠家、就讀輪調式建教合作班之學生及未來研究者提出建議。The purpose of this study was to investigate the relationship among work values, learning attitude, and learning satisfaction for rotary cooperative education program of vocational senior high school students. The study was implemented by survey research. A total of 625 usable questionnaires were collected from 700 private vocational senior high school students in New Taipei City. The effective response rate was 89.28%. The statistical techniques applied to this study such as:“descriptive statistics”,“t-test”,“one-way ANOVA”, “Pearson Product-Moment Correlation”and “stepwise multiple regression analysis”. With the data analysis result, researcher reached the conclusions as following: 1.Work values performance of vocational senior high school students achieves upper-moderate level, and “organize security and economic”is highlight among all of the dimensions. 2.The perceptive learning attitude of vocational senior high school students achieve moderate level. Moreove, the self-expectations and“family- expectations”expecially are highlight among all of the dimensions. 3. Learning satisfaction performance of vocational senior high school students achieves moderate level, and “learning outcomes”is highlight among all of the dimensions. 4.The variables of personal background of vocational students do influence the degree of their feelings toward the work values, “dignity” dimension is particularly significant. There were no differences in the dimensions of “self-achievement”, “social interaction”, “stability and freedom from anxiety”. 5. The variables of personal background of vocational students do influence the degree of their feelings toward the learning attitude at all dimensions and the overall feelings, “self-expectations” reached significant difference. 6.The variables of personal background of Vocational students do influence the degree of their feelings of all dimensions of learning satisfaction. 7.There are significant positive correlation among work values, learning attitude, and learning satisfaction. 8.There are significant predictive power among work values, learning attitude, and learning satisfaction. Besides, based on the above-mentioned results, the study would be provided suggestions for the educational authorities concerned, schools and enterprises implementing rotary cooperative education program, vocational senior high school students and future researchers