技職院校餐飲系學生對教師專注驅力與自我導向學習關係之研究

The Relationship between Teachers' Engagement Driver and Self-directed Learning in Food & Beverage Service Undergraduate Students

鄭傑夫(Jie-Fu Cheng)；蔡振蒼(Simon Chen-Tsang Tsai)

自我導向學習 ； 專注驅力 ； 餐飲技職教育 ； self-directed learning ； engagement driver ； food & beverage vocational education

創思學刊

34期（2015 / 10 / 01）

83 - 104

繁體中文

自我導向學習一直是良好學習的基礎，隱含著個人的特質與態度，而學習的過程中，教師更扮演著影響學生如何學習之關鍵因素。而教師透過提供完備的學習資源、安排輔導時間，以及在學生需要時隨時回應，來表達對了解學生及認識的渴望，這樣的教師專注驅力對學生產生的共鳴與正面感覺將有助於提升自我學習的能力。因此，本研究目的旨在探討餐飲系科學生對教師專注驅力的認知與自我導向學習間之關係。本研究探用便利抽樣方式針對236位技職院校的餐飲系大二學生進行問卷調查。經由逐步多元迴歸分析後發現：餐飲系學生感受到教師不同的驅力驅使下，產生不同的自我導向型態，而值得探討的是「能容忍、學習中的冒險性」、「不明確性及複雜性」，以及「無法接納自己的學習並對它負責」兩類極端的學生，較能感受教師在負向驅力方面出現過於武斷的教育思維。最後，依據本研究結果提出具體的建議。

Self-directed Learning has been a good learning foundation, implies personal quality and attitude. The learning process, teachers play a more crucial factor to influence students learning. Engagement refers to the quality of the relationship between teacher and students and between peers. The need to belong to a community of learners is a basic motivator for students. The teacher's desire to understand and get to know students is communicated by the dedication of resources, distribution of teacher time and availability when needed. The affect surrounding the engagement is important. The purpose of this study is to discuss the relationship between teachers' engagement driver and self-directed learning in food & beverage service undergraduate students. The participants in this study are students who major in food and beverage services-related departments of technical and vocational university. The recycling effective questionnaires are 236. By way of stepwise multiple regression analysis: the students feel teachers driven by different engagement driver, to result of different patterns of self-directed, Worth exploring to be able to tolerate the learning adventure, ambiguity and complexity, and the inability to accept their own learning and it is responsible for the extreme categories of students, they can feel the teachers appear more able to feel too arbitrary educational thinking in terms of the negative engagement driver.