| Summary: | 碩士 === 南亞技術學院 === 應用科技研究所 === 106 === In response to the aging trend, the Ministry of Education has implemented the “ageing-in-place” learning philosophy. Since 2008, the Ministry of Education has implemented old-age teaching to start constructing a complete senior education system and encourage colleges to provided courses for the elderly. In the past, there were relatively few researches on the relationship between learning motivation, learning behavior and life satisfaction. Therefore, we wanted to use this study to understand the relationship between learning motivation, learning behavior and life satisfaction, to provide learning institutions for reference for senior citizens related activities.
This study used the senior citizens in Taiwan as the research object, and the research method was questionnaire survey. The research tools used in the study motivation scale referred to Chen (2010) which were divided into physiological motivation, psychological motivation, social participation motivation and spiritual motivation. The learning behavior scale was based on the study of Dai (2002), which were divided into two aspects: learning characteristics and learning principles; the life satisfaction scale is based on the research of Huang (2010); which were divided into five aspects: life fun, meaning of life, goal attainment, emotional state, self-concept; the basic data of respondents are seven variables such as gender, age, education, occupation, health status, economic status, and marital status. This study adopted the methods of “convenience sampling” and “snowball sampling”. The questionnaire adopted the online questionnaire distribution method and corrects it after pre-testing. More than 246 valid questionnaires are collected, and the statistical software used is SPSS 20.0. The statistical methods were reliability and validity analysis, descriptive statistics, variance analysis (independent sample t-test and single-factor analysis of variance) and multiple regression analysis.
The results of the study show that seniors were good at learning motivation, learning behavior and life satisfaction on average in the study sample. In personal background variables, gender differences had significant differences in psychological motivation, meaning of life, emotional status, and self-concept. In addition, respondents of different education levels had significant differences in spiritual motivation. Respondents of different occupation had significant differences in psychological motivations, social participation motivations, spiritual motivation, learning principles, daily life fun, meaning of life, goal attainment, emotional state and self-concept. Respondents of different health conditions had significant differences in physical motivation, social participation motivation, spiritual motivation, daily life fun, goals achieved ,emotional states and self-concepts. In regression analysis, social participation motivation and spiritual motivational positively affect learning behavior; physiological motivation, social participation motivation, and spiritual motivational positively affect life satisfaction, and finally, learning characteristics and learning principles positively affect life satisfaction. It was hoped that the results of the study will provide the basis for the reference of related factors in the implementation of the learning policies of the elderly in future government policies or educational learning institutions.
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