審議信念、組織承諾對大學生學習動機的影響之研究

The Mediating Effects of Organizational Commitment on the Deliberative Belief and Learning Motivation Relationships among College Students: A Structural Equation Modeling Approach

本研究旨在驗證Aristotle所提倡的政治倫理學審議模式，以及探討審議信念、組織承諾對於大學生學習動機的影響。概因Aristotle主張，城邦公民可經由審議（bouleusis）的方式找出理由（logismo），來選擇（prohairesis）特殊的行動實踐。加以鑑於組織承諾可提升組織績效，推測若學生有感於學校組織的關心，將可能因更認同組織，而表現有利於組織的學習行為。是以本研究乃以審議式民主理論為架構，將「審議信念」作為影響組織承諾的因素變項，建構大學生審議信念、組織承諾與學習動機的研究模式，並分析組織承諾的中介效果。基此所獲致之結論為：當前大學生所具備之審議信念、組織承諾，以及學習動機，均呈現中上程度；而審議信念、組織承諾等預測變項，對其學習動機則有直接或間接的正向影響，其中，組織承諾亦扮演重要的中介角色。最後乃根據研究發現，針對民主社會中的大學殿堂，提出實施審議教育學，以提升學生組織承諾、促進學生學習動機，之相關建議。

The purposes of this study were to explain theoretical models in Aristotle Nicomachean ethics that citizen can use deliberation (bouleusis) to find reasons (logismo) to determine the means and choices (prohairesis)， which result in the actions. Organizational commitment has impacts on accountability; therefore， students could practice organizational citizenship behavior if schoolsdisplay their support and care on them. With the assumption that there is a cause-effect relationship between three main variables， the study was to examine the impacts of deliberative belief on learning motivation， and investigate the mediating effects of organizational commitment on the deliberation-learning relationships among college students based on deliberative democracy theory. The population of the study comprised 690 college students in Taiwan. The data for the study was gathered through the deliberative belief Scale and organizational commitment scale and learning motivation scale， adapted into the Chinese language.The results in statistical analysis and structural equation modeling indicated that deliberative belief， organizational commitment and learning motivation were above moderate scores， and that organizational commitment had moderate impact on learning motivation and that deliberative belief had moderate impact on organizational commitment. Organizational commitment had mediating effect on deliberation and learning relationship. The article concludes with a discussion of practical applications of deliberative pedagogy in colleges in democratic society. Implications for practice and strategies for promotions of students’ organizational commitment and learning motivation are discussed.