[ 摘要 ]

本研究旨在探討高雄市海洋民族大學原住民學員之學習動機及學習滿意度，其具體目的包括瞭解部落大學原住民學員參與之學習動機取向為何、瞭解我原住民學員學習滿意度之情形，並探討不同背景變項部落大學原住民學員學習動機、學習滿意度之關係，最後根據研究發現提出具體建議，以作為相關單位參考依據。

本研究以量化調查法為主，並輔以深入訪談來釐清研究變項具有顯著性差異的部份，以曾經參與94年度部落大學原住民學員為研究對象，共發放問卷208份，回收有效問卷計79份，回收率達37.98％。

量化結果顯示：

(1)就原住民學員參與高雄市海洋部落大學所有受測者中顯示，仍以女性為居多；參與族

群別來說，以排灣族、魯凱族、阿美族為主要參與族群。

(2)不同年齡層、族群別的原住民學員在學習動機中取向，呈現有顯著差異，即年齡愈高

學習動機愈強。

(3)不同的年齡層、族群別、教育程度的原住民學員在學習滿意度中取向，呈現有顯著差

異性存在。

(4)學習動機整體性對學習滿意度整體性有正向影響，亦即學習者動機愈高對學習滿意度

影響愈大。

訪談結果顯示：

(1)在學習動機偏向「部落發展」與「職業生涯」，顯示原住民學員對於協助部落重整原

有文化價值有著充份的使命感與責任感。並期望透過課程的參與學習來幫助原住

民學員對於未來職業轉換上的需求做準備。

(2)在學習滿意度偏向「行政資源」與「課程互動」，主要是由於部落教室所營造的氣氛

帶動整體學習氣氛，進而增進老師與學生之間的互動，因此提昇學員的學習滿意度，

此與量化的結果互相呼應。

[ 英文摘要 ]

The purpose of this study is aimed to investigate learning motivation and learning satisfaction of the tribal college indigenous adult students. Literature review, questionnaires, and interviews were conducted for understanding the relationship between learning motivation and learning satisfaction in different background variables. Indigenous adult students of Kaohsiung Tribal College are selected for questionnaire distribution and interviews. Total of 208 questionnaires were sent and 79 were count as valid samples. Five indigenous adults were selected for interview. The result has shown:

Quantitative result：

(1)Indigenous students of Kaohsiung Tribal College are mostly

female, and the tribes of Paiwan, Rukai, and Amis have the best

attendance.

(2)Different ages and different tribes of indigenous students have

significant difference on their learning motivation. The study

shows that older people have stronger learning motivation than

younger people.

(3)Different ages, different tribes, and different education

level of indigenous students have significant difference on their

learning satisfaction.

(4)Learning motivation has positive influence on learning

satisfaction.

Qualitative result：

(1)The learning motivation is more likely to be “tribe

development”and “career life”. Indigenous students feel that

they have the mission and responsibility for rebuilding their

culture value. And interviewers expect to help themselves in

their future career preparation through the active learning in

the tribal college.

(2) The learning satisfaction is more likely to be “administrative

resources” and “course interaction”. Interviewers indicated

that the learning climate in the classroom of the tribal college

is rather joyful. This joyful learning climate has promoted the

interaction between instructors and students, which has the same

result as the quantitative result。