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A study of participation motivation ...

Hsiao, Chin-Hui.

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A study of participation motivation and student satisfaction of weekend program students in Taipei, Taiwan (China).

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A study of participation motivation and student satisfaction of weekend program students in Taipei, Taiwan (China)./
作者:	Hsiao, Chin-Hui.
面頁冊數:	181 p.
附註:	Adviser: Mary Angela Shaughnessy.
Contained By:	Dissertation Abstracts International63-09A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3065640
ISBN:	0493848649

A study of participation motivation and student satisfaction of weekend program students in Taipei, Taiwan (China).
Hsiao, Chin-Hui.

A study of participation motivation and student satisfaction of weekend program students in Taipei, Taiwan (China). - 181 p.

Adviser: Mary Angela Shaughnessy.

Thesis (Ed.D.)--Spalding University, 2002.

In Taiwan, according to the conclusions of The Seventh National Educational Conference, an education reform program was implemented in 1998. Among its 12 reform mandates, an important concept is to promote lifelong education and build a learn-oriented society. To build a lifelong learning society, the weekend program of Technical and Vocational Education system is a new, flexible and open education system to serve the general public with higher technical education to suit their needs. This study examines the participation motivation and student satisfaction of weekend program students in Taipei, Taiwan. The three-part “Weekend Program Student Survey,” designed by the researcher, consisting of (1) Background Characteristics, (2) Participation Motivation Scale (P.M.S.), (3) Student Satisfaction Scale (S.S.S.), was used to obtain data for accomplishing the purposes of this study. The findings drawn from this study were summarized as follows: (1) The results of survey revealed that the primary motivational orientation with the highest mean is “Professional Advancement.” In addition, on the basis of the analyses, significant relationships do exist among participation motivation and gender, age, personal income, marital status, lag time and with-children-or-not. (2) Participants appeared to be most satisfied with “Academic Activities” and least satisfied with “Campus Environment.” To examine the relationship between student satisfaction and background characteristics, significant relationships do exist among student satisfaction and age, marital status, lag time, GPA, and attendance patterns. Relationships do not exist, however, among student satisfaction and gender, and personal income. (3) As a result of Step-wise Regression Analysis, the factors revealed from P.M.S. could explain a significant amount of variance in weekend program student satisfaction; however, all predictor variables accounted for very little variability in student satisfaction. (4) Through Ward's hierarchical clustering algorithm and discriminant analysis, three learner types were revealed from six factors of P.M.S.: “Change-Seeking-Oriented,” “Career-Oriented” and “Family-Oriented.”

ISBN: 0493848649Subjects--Topical Terms:

626632
Education, Adult and Continuing.

A study of participation motivation and student satisfaction of weekend program students in Taipei, Taiwan (China).
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245 1 0 $a A study of participation motivation and student satisfaction of weekend program students in Taipei, Taiwan (China).
300 $a 181 p.
500 $a Adviser: Mary Angela Shaughnessy.
500 $a Source: Dissertation Abstracts International, Volume: 63-09, Section: A, page: 3082.
502 $a Thesis (Ed.D.)--Spalding University, 2002.
520 $a In Taiwan, according to the conclusions of The Seventh National Educational Conference, an education reform program was implemented in 1998. Among its 12 reform mandates, an important concept is to promote lifelong education and build a learn-oriented society. To build a lifelong learning society, the weekend program of Technical and Vocational Education system is a new, flexible and open education system to serve the general public with higher technical education to suit their needs. This study examines the participation motivation and student satisfaction of weekend program students in Taipei, Taiwan. The three-part “Weekend Program Student Survey,” designed by the researcher, consisting of (1) Background Characteristics, (2) Participation Motivation Scale (P.M.S.), (3) Student Satisfaction Scale (S.S.S.), was used to obtain data for accomplishing the purposes of this study. The findings drawn from this study were summarized as follows: (1) The results of survey revealed that the primary motivational orientation with the highest mean is “Professional Advancement.” In addition, on the basis of the analyses, significant relationships do exist among participation motivation and gender, age, personal income, marital status, lag time and with-children-or-not. (2) Participants appeared to be most satisfied with “Academic Activities” and least satisfied with “Campus Environment.” To examine the relationship between student satisfaction and background characteristics, significant relationships do exist among student satisfaction and age, marital status, lag time, GPA, and attendance patterns. Relationships do not exist, however, among student satisfaction and gender, and personal income. (3) As a result of Step-wise Regression Analysis, the factors revealed from P.M.S. could explain a significant amount of variance in weekend program student satisfaction; however, all predictor variables accounted for very little variability in student satisfaction. (4) Through Ward's hierarchical clustering algorithm and discriminant analysis, three learner types were revealed from six factors of P.M.S.: “Change-Seeking-Oriented,” “Career-Oriented” and “Family-Oriented.”
520 $a Some recommendations from the findings for weekend program educators, administrators, policymakers and adult education researchers are provided. The findings and recommendations should be helpful, from a general perspective, for the policymakers and administrators of weekend programs in Taiwan as they seek to be genuinely responsive to the needs and interests of their students.
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