A Study on the Relationship between Lifelong Learning Competences and Job Satisfaction of In-Service graduate students

[[abstract]]本研究主要探討在職進修者終身學習關鍵能力與工作滿意度之關係。本研究之研究目的有五：（一）瞭解在職進修者終身學習關鍵能力與工作滿意度之現況。（二）探討不同背景變項在職進修者終身學習關鍵能力之差異情形。（三）探討不同背景變項在職進修者工作滿意度之差異情形。（四）探討在職進修者終身學習關鍵能力與工作滿意度之相關情形。（五）探討在職進修者終身學習關鍵能力對工作滿意度之預測作用。本研究之研究工具為參考國內外相關文獻所編制之結構式問卷，問卷內容包含個人基本資料、終身學習關鍵能力調查量表及工作滿意度調查量表。研究對象是中部地區大專校院碩士在職專班學生，共310人參與此研究。所得問卷資料以SPSS 18.0軟體，進行平均值、標準差、t考驗、單因子變異數分析、Pearson積差相關、多元迴歸等統計分析。 資料分析結果歸納之結論如以下五點： 一、在職進修者終身學習關鍵能力具備中上程度，尤其在「基本認知能力」層面最佳，以「學習遷移能力」層面最低。 二、在職進修者工作滿意度已達到具備程度，以「工作本身」層面最佳，而「升遷管道」最低。 三、在職進修者終身學習關鍵能力會因性別、服務年資、公司規模的不同而有顯著差異。 四、在職進修者工作滿意度會因性別、服務年資、公司規模的不同而有顯著差異。 五、在職進修者終身學習關鍵能力越高，其工作滿意度的表現越好，其中「學習遷移能力」具有預測力。[[abstract]]This research aims at evaluating the relations between lifelong learning competences and job satisfaction of in-service graduate students. The main purposes of this research are as follows：understanding the situation of in-service graduate students’s lifelong learning competences and job satisfaction, analyzing the difference of demographic data on lifelong learning competences and job satisfaction. Figuring out the correlations between lifelong learning competences and job satisfaction and exploring the predictive ability toward job satisfaction based on lifelong learning competences. Based on the suggestions of research literatures, a structural questionnaire contains personal information, lifelong learning competences questionnaire and job satisfaction questionnaire served as research tool in this study. This research subjects were 310 students who are in-service graduate students. The collected data were processed by SPSS 18.0 software package with descriptive statistics (mean and standard deviation), t-test, one-way ANOVA, Pearson product-moment correlation and regression analysis method. The results revealed are as follows： 1. Above-average satisfactory of lifelong learning competences from the participants, especially in the dimension of basic cognitive abilities. 2. Average satisfactory of job satisfaction is achieved from in-service graduate students, especially in the dimension of value of work. 3. The factors that influence in-service graduate students lifelong learning competences are gender, years of service and scale of company. 4. The factors that influence graduate students of in-service education job satisfaction are gender, years of service and scale of company. 5. In-service graduate students show better attitude toward their satisfactory of lifelong learning competences, also perform better job satisfaction. The transfer of learning is most significant predictive factor.[[note]]碩