| Summary: | 碩士 === 國立高雄師範大學 === 工業科技教育學系 === 96 === The aim of this study is to explore extension education learners’ motivation in Wenzao Ursuline College of Languages. After reviewing the relevant literature and theories of motivations, the researcher develops a questionnaire for surveying data about extension education learners’ motivation orientations. The recommendations are provided for related studies or adult education institutes according to the finding of this study.
The study was based on 2400 students who took part in 80th term classes, among which 500 students were randomly sampled. After survey, 468 questionnaires were returned. Among them, 451 were effective and the retrieving rate was 90%. Data gathered are analyzed by descriptive statistics, t-test, One-Way ANOVA, and regression. After the statistical analyses, four conclusions were reached as follows:
1. Generally, extension education learners in Wenzao Ursuline College of Languages are 20-39 years old single female non-supervisors who work less than 5 years. Most of them have higher education background than college or university and most of their occupations are students and businessman. Their family members are very supportive. Great majority of Extension education learners in Wenzao Ursuline College of Languages live Kaohsiung city and commute to Wenzao within 30 minutes. Most of their expenses of learning languages for one term are less than NT$5000 which are less than 5 % of individual monthly expense. And most of them come to learn languages in Wenzao because of Wenzao’s excellent reputation.
2. Learners’ motivation could be divided into six orientations, such as Self-Development, Social Relationship, Professional Advancement, Society Stimulation, Cognitive Interest, and Life Change. Among all of the motivation orientations, Cognitive Interest is the most influential one.
3. Based on the orientation of overall motivations, learners’ motivation will be subject to age, education background, and occupations instead of gender, marriage status, years of working and working positions.
4. Variables of individual background only have limited prediction to each motivation orientation and the importance of variables towards different motivation orientation will differentiate. While analyzing the influential factors of motivation orientation, different variables of individual background should be investigated. Therefore, we should pay attention to relevant variables and complexity of motivations, while designing courses and arranging activities.
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