在不同學習策略使用下學習動機與自我導向學習相關之研究

本文旨在探討技專校院在職進修學生學習動機與學習策略對自我導向學習準備度之影響，以作為成人教育者促進成人自我導向學習的參考。1,191 位學生完成自我導向學習準備度量表、學習動機量表與學習策略量表。將學習策略平分為高、中、低三組，設立虛擬變項，以逐步迴歸分析發現自我導向學習準備度不因性別而有所不同，但隨年齡的增加而提昇，也就是年齡越大，自我導向學習準備度越高。學習動機對自我導向學習準備度的影響依學習策略而不同，學習動機越高且越會使用學習策略，則自我導向學習準備度越強，因此同時促進學習動機與學習策略更能提昇自我導向學習準備度。

The purpose of this study was to investigate the relationship between learning motivation and self-directed learning under different learning strategies on the students in the institutes with part-time at night or the students for extension education. The results of this study can also be use to help adult educator to promote the ability of self-directed learning for adult.1,191 students completed self-report of self-directed learning readiness questionnaire, learning motivation scale and learning strategies scale. The learning strategy was divided into high, medium and low three groups, and was formed the dummy variable. Data are processed by stepwise regression. Results indicated the higher the score of the learning strategy and learning motivation is, the stronger the self-directed learning readiness is. So, to enhance learning motivation and learning strategy at same time can bring up greatly self-directed learning readiness.