A Study of Leisure Health Care Cognition, Learning Motivation and Continuous Learning Willingness

• Main Authors: Pei-hong Yu, 余沛葒
• Other Authors: Chia-kuen Chuang
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/31444105200738930704

碩士 === 大仁科技大學 === 休閒健康管理研究所 === 97 === People’s demands for leisure health care can be found in their pursuing healthy life, relaxing spirits, food safety, and food nutrients. However, learners’ cognition, learning motivation, and their continuous learning willingness are still unknown. Currently, there are many adult education organizations to copy with the leaning needs for all the people island-wide. This paper aims to find out learners’ needs and design a satisfactory curriculum in the leisure health care classes. Research participants are learners enrolling in the adult education classes offered by Kaohsiung Export Processing Zone. Data are collected through questionnaires and analyzed on the computer. The descriptive statistics, independent T-test, One-way ANOVA, and Pearson product- moment correlation coefficient on SPSS help analyze the relationship among learners’ health care cognition, learning motivation and continuous learning willingness. It is hoped that the results can act as a reference for authorities to keep the precious lifelong education trend from fading away. The results are as following: 1.In the health care classes, female learners are more than the male ones. Most of them are married. Many of them are college graduates. Their age ranges from 26 to 45. Their monthly income is between 30001 to 40000 dollars. Most of them live with family members of more than two generations. Their occupations mainly are in the fields of farming, forestry, fishery and animal husbandry. 2.In terms of the health care cognition, the significant differences are found in the personal background variables like genders, housing of mixed generations, educational backgrounds, and ages. No significant differences are found in research participants’ marital statuses, income, and occupations. As for the learning motivation, significant differences exist in the parts of genders, housing of mixed generations, and educational backgrounds. Marital statuses, ages, income, and occupations do not reveal any differences. Finally, genders, housing of mixed generations, and educational backgrounds are again show the differences in learners’ continuous learning willingness. No such differences are found in the other personal background variables. 3.The positive correlation exists among their learning motivation, health care cognition, and continuous learning willingness.