高等教育學生選校決策模式建構之實證研究

An Empirical Study of the School Decision Stratagem of Higher Education Students

本研究所建構的高等教育學生選校決策模式旨在探討六項外生潛在變數，也就是選校評估準則，包括：學習歷程、學校表徵、聲望形象、相關影響作為、就業因素、選校者特質條件等如何對計畫行為理論架構裡的三項內生潛在變數（選校教育志向態度、大學文憑主觀規範與選校決策知覺控制）產生影響作用，並進一步探究此三項內生潛在變數如何對驅動學生「實踐選校的行為意向」產生影響關係。經實證研究發現：一、「選校教育志向態度」與「大學文憑主觀規範」對「實踐選校的行為意向」有直接影響的關係，而「選校決策知覺控制」透過「選校教育志向態度」與「大學文憑主觀規範」產生間接影響。二、學生「就業因素」的考量對「選校教育志向態度」與「大學文憑主觀規範」的影響很顯著，其次對「大學文憑主觀規範」的影響效果是來自學校「聲望形象」而不是「相關影響作為」的重要關係人。三、選校者「個人特質條件」對「選校決策知覺控制」產生顯著的正向影響，而「學校表徵」與「相關影響作為」對「選校決策知覺控制」則是負向影響。研究結論能提醒大學校院在進行服務行銷溝通與招生活動時應傳遞崇高的「教育志向」理念與培養學生實務能力的行動方案，選校者在提升與改善個人特質條件時，也加強了「選校決策知覺控制」能力，形成「大學文憑主觀規範」的自主性，則未來將有更多具備「教育志向」的高中職選校者在大學裡接受教育的薰陶。

This empirical study is related to the stratagem adopted by higher education students in Taiwan in choosing schools. The six latent exogenous variables， which are the evaluation criteria for school-choice， are thoroughly investigated. This study also researches the variables’ influence on the three latent endogenous variables associated with the theory of planned behavior. Furthermore， this study explores the three latent endogenous variables and their influence on the behavior of school-choosing. The findings of this empirical study include the following: First， the attitude towards educational aspiration on school-choice and the subject norm towards achieving a university degree have a direct influence on the behavior of school-choosing; however， perceived behavioral control towards school-choice decision has an indirect effect by way of another two latent endogenous variables. Second， students’ consideration of career-choice has a significant influence on both the attitude towards educational aspiration on school-choice and the subject norm towards achieving a university degree. Another finding related to the subject norm towards achieving a university degree is that having a prestigious image of the university is not a correlated or important influence. Third， the individual characteristics and qualifications of the school-chooser have a positive significant influence on perceived behavior towards school-choosing; however， it is not a significant influence on school characterization. The conclusions of the study provide universities with some insights into delivering educational aspiration and propose programs of enhanced professions and practice. As more and more schoolchoosers of educational aspiration receive college education， this study， when implemented， could provide possible suggestions for service marketing in the recruitment of students， enhance school-choosers’ characteristics and perceived behavior towards school-choosing， and increase the subject norm towards achieving a university degree.