The Motivation of Applyand School Adaptation of Students in Military Academy-The Naval Academy of Taiwan for Example

• Main Authors: Chung-Han Yen, 嚴中漢
• Other Authors: Chi-Yu Yang
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/e33d3y

碩士 === 義守大學 === 管理碩博士班 === 105 === Strong national defense is an important guarantee for national security. In addition to the strength of the national defense depends on the quality and quantity of weaponry, the manpower quality is regarded as a pivotal factor. By the impact of the overall economic environment changes, the military as a profession is one of the options for young people. Military academies focus on students’ strict life discipline and physical training. Besides, they learn the military theory and skills stipulated by the Ministry of Defenseand the curriculum regulated by the Ministry of Education simultaneously. If students encounter physical or mental barriers to adaptation or they are not able to integrate into the military environment and then drop out or be eliminated, it is a huge resource depletion for students, schools and national society. This study includes all students in naval academy of Twain as an object to explore the relationship between the students’ motivation of application, life adaption and learning satisfaction. The results of this study:(1)Motivation of application: There are significant difference in “expected” and “the external influence” among students of different gender. There is high self-expectation in students whose parents with college education level. There is no influence in motivation of application between parents’ occupation and incomes. (2)Life adaptation: There are significant difference in the "physical adaptation" among students of different grader. There is different physical condition in students whose who with significantly different in "institutional adaptation". There is no significant difference between students of different sex in terms of "living adaptation". (3)Learning satisfaction: There is no significant difference in "learning satisfaction" among students of different gender, department and physical condition. (4)The higher of the desire for "motivation", "living adaptation" and "learning satisfaction" will better, and the "learning satisfaction" is also.