大學生參加研學導師培訓意願之研究──以肇慶某大學為例

A Study on Cognition of Study Tour and Willingness to Participate in Mentors Training -- A Case of Zhaoqing University Student

研學旅行作為「旅遊+教育」融合發展的新業態，近年來在中國迅速崛起，然而，研學導師人才不足已成為制約研學旅行高質量發展的核心瓶頸。既有研究多聚焦於研學旅行的課程設計、概念界定及教育效果，對研學導師培訓意願的微觀機制探討尚顯不足。本研究以計劃行為理論（Theory of Planned Behavior, TPB）為分析框架，通過問卷調查收集肇慶某大學338份有效樣本，運用結構方程模型與差異性檢驗，實證考察大學生參與研學導師培訓意願的影響因素。研究發現：1.大學生獲取研學旅行知識的渠道以授課教師介紹為主（71.83%），資訊來源相對單一；2.有70.89%的受訪者認為研學導師應具備豐富經驗與廣博知識，對研學導師的專業性有較高期待；3.TPB模型的三個核心變量——行為態度、主觀規範、知覺行為控制——均對培訓意願產生顯著正向影響，其中主觀規範的影響最強（β=0.418），三變量共同解釋培訓意願54.7%的變異；（4）73.71%的大學生表達了參與研學導師培訓的意願，但不同性別與專業背景的學生在培訓意願及各維度上存在顯著差異。研究為高校研學導師人才培養提供了理論依據與實證參考。

Study tour, as a new educational tourism format integrating“tourism”and“education,”has grown rapidly in China in recent years. However, the shortage of qualified travel study mentors has become a critical bottleneck constraining the high-quality development of the study tour industry. Existing research has largely focused on curriculum design, conceptual definition, and educational outcomes of study tour, with limited attention to the micro-mechanisms underlying college students’willingness to participate in mentor training. Drawing upon the Theory of Planned Behavior (TPB) as an analytical framework, this study collected 338 valid questionnaires from a university in Zhaoqing through survey research. Using structural equation modeling (SEM) and difference tests, the study empirically examines the factors influencing college students’willingness to participate in travel study mentor training. The findings reveal that: 1. College students’primary source of knowledge about travel study is classroom instruction (71.83%), indicating relatively narrow information channels; 2. The 70.89% of respondents believe that study tour mentors should possess extensive experience and broad knowledge, reflecting high expectations for mentor professionalism; 3. All three core TPB variables—attitude toward the behavior, subjective norm, and perceived behavioral control—significantly and positively influence training willingness, with subjective norm exerting the strongest effect (β=0.418), and the three variables collectively explaining 54.7% of the variance in training willingness; (4) 73.71% of college students express willingness to participate in mentor training, yet significant differences exist across gender and academic major in training willingness and its dimensions. This study provides theoretical grounding and empirical evidence for university-level talent cultivation of travel study mentors.