A Study on The Relationaship among Goal Orientation, Learning Intrinsic Motivation, and Learning Satisfication─A Case Study of Food and Beverage Department Students at High Schools in Changhua

• Main Authors: Chih-Sheng Shiao, 蕭志聖
• Other Authors: Wen-Shiang Chou
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/37245067829762197395

碩士 === 國立雲林科技大學 === 休閒運動研究所碩士班 === 99 === The purposes of the study were to explore the relationship between goal-orientation and inner motivation of students majoring in Food and Beverage Management, and whether these two factors could well explain the students’ learing satisfication.Subjects of the study came from students majoring in Food and Beverage departments of public and private schools in Changhua. The total number of students came to 4002. With the employment ofStratified Random Sampling, 437 students from each grade were selected to filled out the questionaires. The effective rate of returned qustionares was 96 percent, with 420 questionaires valid and 17 invalid. The research tools were three different tests on Goal Orientation, Inner Motivation, and Learning Satisficationn in Food and Beverage Management Professional Skills Learning. The study results are as follows: I. 1. Goal Orientation and Inner Motivation are positively correlated. 2.Learning Satisfication can be influeced by Goal Orientation, with the total explained variance of 52%.3. Learning Satisfication can be effeictly prediected by Learning Motivation, with the total explained variance of 49%. II. Suggests from the study: When moleding learning situations, teachers of Food and Beverage Management in vocational high schools should create a more social oriented and work-oriented atmosphere, which means to be particular about personal enhacement on skills and to give credit to those hoard-working students while cutting down on grade comparison. Additionally, to further boost students’ learning motiviation, teachers are also recommended to give students positive feedbacks and respect to their opinions and guide them to make the best use of their time learning actively. Besides, to effectively increase students’ learing satisfication, it’s important to pay attention to the level of difficulty when designing new courses. By enforcing a proper yet challenging teaching and learning progress, students’ curiosity and challening mind can both be satisfied.