高中職餐旅學生證照考試自主學習策略之探討

Explore the Hospitality Students of Vocational High School in Participating in the Examination of Self-regulated Learning Strategies

楊欣淳(Yang, Hsin-Chun)；葛建培(Ko, Chien-Pei)；楊欣于(Yang, Hsin-Yn)

餐旅群 ； 職業證照 ； 自主學習 ； Hospitality ； Occupational licenses ； Self-regulated learning

建國科大社會人文期刊

36卷2期（2017 / 07 / 01）

33 - 48

繁體中文

本研究旨在探討高中職餐旅群學生證照考試自主學習策略的使用情形，以及學生不同的性別、科別、年級、餐旅相關證照與準備考照時間等對學生自主學習策略運用上的影響。本研究以立意抽樣高中職餐飲科、觀光科二年級及三年級學生，共施測有效樣本數245位，修改魏麗敏1996年的「自我調整學習策略量表」為研究工具，所得資料運用描述性統計、t檢定、單因子變異數分析等統計方法分析並加以討論，主要研究結果如下：一、高中職餐旅群學生自主學習策略使用頻繁由高而低依序為「自我增強與堅持」、「尋求協助與支持」、「自我監控與規劃」與「自我評估與信心」。二、在性別方面，男生在「自我監控與規劃」與「尋求協助與支持」二個向度，顯著高於女生。三、在年級方面，二年級學生「自我監控與規劃」、「自我增強與堅持」以及「尋求協助與支持」三個向度，均顯著高於三年級學生。四、在擁有餐旅相關證照方面，在「自我監控與規劃」向度，無證照的學生顯著高於有三張以上證照的學生，在「自我評估與信心」向度有三張以上證照的學生顯著高於一至二張證照學生及無證照學生。五、準備考照時間方面，在「自我評估與信心」向度，每週準備五小時以上之學生及每週準備三至四小時的學生均顯著高於考照準備每週二小時以下的學生。

The purpose of this study is to explore the usage of self-regulated learning strategies so that it can be used on hospitality students of vocational high school students who were different in gender, subjects, grades, number of occupational licenses, and ready to take the license. In this study, the target groups are hospitality students of vocational high school students at second and third grade students and 245 valid questionnaires were retrieved. This author revised the ＂Self-regulated Learning Strategies Inventory＂(Wei，1996) as the research tool. All the information was analyzed by using of descriptive statistics, independent sample t test and analysis of single factor variance. The analysis has obtained the following conclusions: 1. Hospitality students of vocational high school students use frequently from high to low self-regulated learning strategies，＂self-reinforcement and persistence＂, ＂seeking help and support＂, ＂self-monitoring and planning＂ ,＂self-evaluating and confidence＂. 2. As for gender, hospitality students of vocational high school students of the boys' who used ＂self-monitoring and planning＂ strategies and ＂seeking help and support＂ strategies are significantly higher than those of the girls’. 3. As for grade, hospitality students of vocational high school students of the second grade who used＂ self-monitoring and planning＂ strategies、＂self-reinforcement and persistence＂ strategies and seeking help and support＂ strategies are significantly higher than those of the third grade. 4. As for number of occupational licenses, hospitality students of vocational high school students of unlicensed who used ＂self-monitoring and planning＂ strategies are significantly higher than those with three licenses. Hospitality students of vocational high school students who have more than three licenses in ＂self-evaluating and confidence＂ are significantly higher than one or two licenses and unlicensed students. 5. As for ready to take the time，by using ＂self-evaluating and confidence＂，hospitality students of vocational high school students who ready to take more than five hours and three to four hours are significantly higher than the following two hours per week.