| Summary: | 碩士 === 國立中正大學 === 成人及繼續教育研究所 === 101 === This study aimed to explore the connections and the present status of self-directed learning readiness and harmony of family relationships among female immigrants. The participants, who were from Vietnam and China (including Hong Kong and Macao), studied in an elementary school located in Tainan City. Research tools, aided with personal background variables, were self-made “ Self-directed Learning Readiness Subscale” and “Harmony Subscale of Family Relationships”. There were three hundred ninety-three participants in this study. And the findings are as follows:
1. The degree of self-directed learning readiness, arranged in scoring order, was divided into five dimensions : (1) integrative learning; (2) independent learning; (3) fun learning; (4) creative learning; and (5) active learning. Additionally, the degree of harmony of family relationships, followed as the previous order, was also classified into five factors: (1) support from children; (2) supprt with recognition; (3) support from spouses; (4) support from work; and (5) support from parents-in-law.
2. The result showed the middle degree self-directed learners constituted the majority in self-directed learning readiness overall scale, and the high degree self-directed learners occupied a major portion and got the highest mark in the dimension of independent learning. In addition, the middle degree self-directed learners accounted for the majority and got the highest score in the dimension of active learning. The variables of participants’ ages, original education backgrounds, spouses’ jobs, and the number of children had great influence on the overall scale and some parts of the dimensions.
3. The result indicated the middle degree harmony of family relationships outnumbered the others in harmony overall scale of family relationships, and high degree harmony of family relationships exceeded the others and got the highest scores in the factor of support from children.On the contrary, the low degree harmony of family relationships could be found in the factor of support from parents-in-law. The variables of participants’ ages, nationalities, original education backgrounds, the number of children, and spouses’ jobs are significantly correlated with the overall scale and some parts of the factors.
4. The participants’ self-directed learning readiness had low or moderate positive correlation with harmony of family relationships integrally and dimensionally. However, there was a significant predictability between the five dimensions of the entire self-directed learning readiness and the five factors of the entire harmony of family relationships.
Based on the findings, some suggestions are as follows:
1. As to central and local authorities, suggestions are: (a) setting new immigrant’s white paper on educatinal policies; (b) promoting new immigrant’s mother language teaching; and (c) integrating committees of new immigrants.
2. As to new immigrant families, suggestions are: (a) giving more respect, recognition, and care to each other; and (b) participating in local adult learning institutions and community activities.
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