강의서비스가 만족과 신뢰에 미치는 영향에 대한 학습동기의 조절효과

다국어 초록 (Multilingual Abstract)

  The purposes of this study were to investigate the relationships among lecture service, class satisfaction, trust and re-attend intention to another lecture given by same professor. A total of 14 hypotheses were established through prior studies and adopted measurement scales based on instruction assessment, which is a general tool to evaluate lecturer’s instruction system and process, and the latent output construct from prior studies.<BR>  A structural equation model was specified to test the hypotheses and analyzed through Lisrel 8.71. This study found that the evaluation factors and knowledge-based teaching factors significantly have influence on class satisfaction and trust. But teaching technique and relationship-response factors had not effect trust. And class satisfaction and trust factors significantly influenced intention of re-attending. This study also attempted to determine the moderating effect of academic motivation on student’s satisfaction. As student have more extrinsic academic motivation, the greater positive relationship were found between the evaluation factors and student’s satisfaction. Also, as students have more intrinsic academic motivation, the greater positive relationship were found between knowledge-based teaching and satisfaction.

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