| 摘要註: |
摘 要本研究之目的旨在探討在職進修人員對於「角色間衝突」與「社會支持」及「學習倦怠」其間的相關性與影響性： 1.分析不同的人口統計變項在角色間衝突及學習倦怠之間呈現的差異。 2.分析在職進修人員角色間衝突與社會支持對學習倦怠之影響。 本研究採用問卷調查方式，以高雄縣市之公私立二專、二技、EMBA、及博士班之在職進修人員為研究對象，本研究以角色間衝突及社會支持為自變項，以學習倦怠為欲探討之依變項，研究結果如下：一、人口統計變項與角色間衝突之相關分析結果（一）年齡、子女數、年級與角色間衝突之「家庭影響課業」呈顯著負相關；就讀年數、通車時間則呈正相關。（二）年齡、子女數與角色間衝突之「家庭影響課程」呈顯著負相關；年級、就讀年數、通車時間則呈顯著正相關。二、人口統計變項與社會支持之相關分析結果（一）年齡、子女數、通車時間與社會支持之「家人支持」構面呈顯著正相關； 年級、就讀年數則呈顯著負相關。（二）年齡、子女數、年級、就讀年數、通車時間與社會支持之「朋友支持」 構 面均呈顯著正相關。（三）年齡、子女數、通車時間與社會支持之「師長支持」構面呈顯著正相關。 年級、就讀年數則呈顯著負相關。（四）年齡、子女數、就讀年數、通車時間與社會支持之「同學支持」構面 呈顯著正相關；年級則呈顯著負相關。三、人口統計變項與學習倦怠之相關分析結果 年齡、子女數、年級、就讀年數、通車時間均與「學習倦怠」呈顯著負 相關。四、角色間衝突對學習倦怠之影響 角色間衝突之「家庭影響課業」對學習倦怠有顯著的正向影響。五、社會支持對學習倦怠之影響 社會支持之「師長支持」對學習倦怠有顯著的負向影響。 The purpose of this study was to investigate the-job training of students for "the conflict between the role of" and "social support" and "learning fatigue", during which the relevance and impact of:1.Analysis of different demographic variables and learning in the conflict betweenthe role of showing the difference between burnout.2.Analysis of the conflict between serving the role of education officers and social support in learning the impact of burnout.This study used survey methods, places of Kaohsiung City and County public and private two professionals, two skills, and the EMBA, PhD of the job training staff to be eligible for the study as a questionnaire, this study of conflict between the roles and social support for self - variable to study burnout as a wish to explore the dependent variable, its findings:First, demographic variables associated with the role of conflict between the results of the analysis:(A) age, children, grade and learning the conflict between the role of education affect the family negatively correlated; school;the number of years, commuting time, while the conflict between the role of learning and education affect the family positively correlated.(B) age, children and the conflict between the role of family influence on study was a negative correlation; grade school; the number of years between the opening time of the conflict with the role of family influence on study positively correlated.Second, demographic variables and social support of the relevant results of the analysis: (A) age, children, commuting time, and social support of family support structure appear before a positive correlation; grade, school years were negatively correlated, in which grades and social support of family support structure appear before a significant negative related. (B) age, children, grade, school years, commuting time, and social support of friends to support dimensions was a positive correlation. (C) age, children, commuting time, and social support of teachers and support structure appear before a positive correlation, in which year ,age was a significant negative correlation. grade, the number of years while studying and social support of teachers and support structure appear before a negative related. (D) age, children, school years, time of commissioning of the peer support and social support structure appear before normal phase guan; grade while the peer support and social support structure appear before a negative correlation. Third, demographic variables associated with the study of burnout of the results of the analysis: Of age, children, grade, school years, time of commissioning were negatively correlated with the study of burnout; its of age, studying in the number of years, commuting time, and learning, fatigue showed a significant negative correlation.Fourth, interrole conflict and learning burnout: The role of family influence on study of interrole conflict was positive impact on learning burnout.Five, social support and learning burnout: The support of teachers of social support was negative impact on learning burnout. |