屏東縣偏遠地區國中技藝教育學程學生學習滿意度與生涯發展後設認知相關研究

A Study of the Relationship between the Learning Satisfaction and Metacognition of Career Development among the Pingtung’s Remote District Students at the Technical Arts Program

本研究旨在探究國中技藝教育學程的學生學習滿意情形與生涯發展後設認知表現，及其兩者之間的關係為何。研究方法係為問卷調查法，研究對象則以屏東縣偏遠地區國中選修技藝教育學程在校學生為母群並進行普查。研究發現與結論分述如下：一、泰半學校均採自辦模式；二、偏鄉地區職群選擇性低於非偏鄉學校；三、教育選擇權大部分由學生自主決定而非家長或師長建議；四、偏鄉各校獲得學生高度滿意，無論從課程設計、學習內容、學習方法與輔導均獲一致肯定；五、學生在生涯發展後設認知表現上獲得明顯的助益，特別是基模知識訓練與自我調整訓練上獲得相對成效；六、學習滿意與生涯發展後設認知兩者互為正向相關且具預測力，其表示國中技藝學程辦學績效將影響到學生對現階段生涯認知及未來生涯進路規劃產生橫斷與縱斷面的影響力。

The purpose of this study is to explore the relationship between the satisfaction and career meta-cognition among the remote district students at the technical arts education program. A self-designed questionnaire for this study was adopted， 305 out of 429 distributed samples were surveyed. The findings and conclusions were reached as follows: (1) the self-sponsored mode was adopted by the majority of schools; (2) the rural schools are less alternative curriculum than urban schools; (3) the decision making was made by students themselves rather than parents or teachers; (4) the program satisfaction was obtained from students no matter on curriculum design， learning content， learning method， and learning counseling; (5) there is a significant higher recognition on metacognition of career development; (6) there is a significant positive relationship between the program’s satisfaction and metacognition of career development.