碩士班修業時程：基於信念──行動──結果模式的主動學習之效果

Master's Study Duration: The Effects of Active Learning Based on the Belief-Action-Outcome Model

臺灣因受儒家思想影響，致使學習者從學校到工作場域的社會角色之轉化有所延遲；也就是說大多數學生在取得高等教育學位後，才進入就業市場。然而，近年來研究所學生的研修問題已成為一項須被重視的議題。為了理解這個問題，本研究針對已完成課程及學位論文的研究所畢業生或準畢業生參與問卷調查。而本研究目的旨在探討學習者的學術自我效能如何影響其主動學習策略、學術自信心，以及如何影響修業時程。本研究共獲得245份有效問卷，包括91位男性填答者及154位女性填答者。此外，研究參與者中有34.3%準時畢業，因為論文而未準時畢業者則占51%。本研究採用驗證性因素分析，研究結果顯示：學業自我效能感與主動學習策略（高層次、整合、反思）呈現正相關；且主動學習策略與學業自信心呈現正相關；但學術自信心與碩士修業時程則呈現負相關。

Influenced by Confucianism, the social role is postponed from school to work in Taiwan, most young adults enter the job market after completing a higher education degree. However, in recent years, delayed graduation by postgraduate students has become a problem. To understand this phenomenon, this study recruited a mix of participants who had already graduated and participants who were about to graduate (individuals who had completed their courses and thesis). The aim of the study was to explore (1) how individuals' academic self-efficacy affects their active learning strategies and academic self-confidence and (2) how this is reflected in the duration of their studies. A total of 245 valid questionnaires were collected, comprising the responses of 91 men and 154 women. Among the participants, 34.3% graduated on time, whereas 51% did not graduate on time because of incomplete theses. A confirmatory factor analysis approach was adopted in this study. The results demonstrated that academic self-efficacy was positively related to active learning strategies (higher-order, integrative, and reflective strategies) and active learning strategies were positively related to academic self-confidence, whereas academic self-confidence was negatively related to an extended duration for completing a master's degree.