| Summary: | 碩士 === 國立臺灣科技大學 === 設計研究所 === 94 === This research was to explore the differences of students’ learning attitudes and learning strategies against the achievement of specialized subjects between two different entrance backgrounds. A learning attitude questionnaire and a learning strategy questionnaire were designed after the literature review of learning attitudes, learning strategies and learning achievement, and were subsequently used to understand the effect of biennial industrial design students’ entrance backgrounds on learning attitudes and learning strategies. The results were as follows:
1.There was an obvious change in the structure of biennial students’ entrance backgrounds. There were more non-design-originated students than design-originated students in Yunlin University of Science and Technology.
2.Design-originated students from two universities performed better than non-design-originated students in the specialized major course of product design under the analysis of academic achievement against entrance backgrounds.
3.In the learning attitude questionnaire, design-originated students from the Yunlin University revealed threat and pressure against the acceptance of non-design-originated students. However, design-originated students from the Ming-Chi University considered the acceptance of non-design-originated students as beneficial to the comparison of different learning performance among students.
4.In the learning strategy questionnaire, design-originated students from two universities performed better than non-design-originated students in planning and handling the schedule of learning process. After cross comparison, those with better performance in academic achievement also had high achievement motivation, which revealed positive correlation.
5.During the interview with teachers and students from both universities, those from the Yunlin University agreed that non-design-originated students studied harder than design-originated students. Those from the Ming-Chi University disagreed that non-design-originated students posed a threat or pressure to design-originated students in course performance.
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