| Summary: | 碩士 === 國立屏東教育大學 === 教育行政研究所 === 102 === This study examined the relationship between Taiwanese students’ learning motivation and satisfaction. The target group was chosen from 17 colleges and 8 universities in Pingtung County, Taiwan to respond to a questionnaire entitled, “Native Taiwanese College Students’ Learning Motivation and Learning Satisfaction in Pingtung Area.” The researcher received 750 efficient samples using stratified random sampling to collect the data.
Statistical tests included: descriptive statistics, one-way analysis of variance, t-tests, single factor analysis and stepwise multiple regression. These methods were applied to analyze the selected data. The results are listed as follows:
A. Among the five elements of learning motivation, achievement-led was the highest scored and examine-related nervousness the lowest.
B. Among the six elements of learning satisfaction, interpersonal relation was the highest scored and administrative services the lowest.
C. Learning motivation with regards to self-effectiveness was higher among male students than females.
D. Students from different colleges and grades scored notably different among the four elements of learning motivation: goal-orientation, career value, self-effectiveness, and test anxiety.
E. Gender and tribal ethnicity had no significant differentiation in any of the elements of learning satisfaction.
F. Students from different colleges showed distinct differences in learning satisfaction in regards to curriculum, teaching methods, administrative services, and learning environments.
G. Students in different grades demonstrated significant differences in learning satisfaction in regards to teaching methods and administrative services.
H. The final results demonstrated a strong positive correlation between learning motivation and learning satisfaction.
Such findings provide justification for associated units and institutions to pursue current and future studies.
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