The study of Relationship among Goal Orientation, Learning Satisfaction and Learning Performance--Taking Kaohsiung Learning Center Of National Open University as Example

• Main Authors: Shuo-Lin Chen, 陳碩琳
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/97018637245919350998

碩士 === 國立中山大學 === 人力資源管理研究所 === 91 === The Study of Relationship among Goal Orientation, Learning Satisfaction, and Learning Performance --Taking Kaohsiung Learning Center Of National Open University as Example Abstract Due to the prevalence of Internet and the emerging of knowledge economics, human being in the 21st century are facing rapid changing with greater impact than ever before. The trend of globalization and knowledge explosion results in significant influence imposed upon both education and learning; in particular, lifelong learning in which adult education plays an important role. This thesis presents the results of studying the inter-relationship and interaction among goal orientation, learning satisfaction, and learning performance. In this research work, the theory on the inter-relationship among goal orientation, learning satisfaction, and learning performance is first constructed. To conduct the quantitative analysis as the investigation through intersection, a questionnaire is developed to take survey on students registered to Kaohsiung Learning Center of National Open University. The objective is to explore the variance, the relationship and the effect imposed, by the goal orientation of these students, upon the learning satisfaction and the learning performance. In addition, an investigation on how the interaction between learning satisfaction and goal orientation affects learning performance is undertaken. Through the analysis, the followings are found: 1. There is significant positive inter-relationship among goal orientation, learning satisfaction, and learning performance. 2. Goal orientation and learning satisfaction impose significant positive effect upon learning performance. 3. Learning orientation was found to have significant moderating effect between learning satisfaction and learning performance. 4. For variables based on gender: female students show greater variance than male students on teaching quality, offered courses, and human relation. 5. For variables based on registration: college students show greater variance than university students of both full registration and partial registration in learning orientation. 6. For variables based on occupations: no significant variance shown in goal orientation, learning satisfaction, and performance orientation. 7. For variables based on study duration: there is considerable variance in avoidance orientation and human relation among students who have studied for 10 years or longer. 8. For variables based on the times of suspension: students who suspended 4 times or more show greater variance in human relation and social capability.