Publication:

游泳訓練班學員家長參與動機對滿意度與後續參與意願之影響的研究

本研究旨在探討游泳訓練學員家長參與動機對滿意度與後續參與意願的實況及其影響。以台中市六家民營室內溫水游泳池開設之游泳訓練班學員家長（男生35人、女生246人，共計281人）為研究對象，採用問卷調查做為資料蒐集方法，施以「游泳訓練班參與動機對滿意度與後續參與意願的影響調查量表」做為研究工具，並將測量結果以描述性統計、成對t檢定、變異數分析、積差相關、多元迴歸分析及路徑分析來做統計處理。本研究主要發現如下：

一、研究顯示學員家長對游泳訓練班滿意度較高，而後續參與的意願則屬高意願。

二、在影響學員家長對游泳訓練班滿意度的多元迴歸分析中顯，總解釋力（R2（adj）=0.393）達39.30%。參與動機僅「社會需求」因素會影響學員家長後續參與意願；滿意度各項因素對學員家長游泳訓練班後續參與意願均無顯著影響。

三、家長對訓練班服務品質的期望，以「專業形象」因素得

分較高，而「環境設備」因素則得分較低，顯示出整體

的學員家長都有較高的期望因素。

四、整體而言游泳訓練班服務品質滿意度與期望在「行政服務」與「課程內容」因素兩者差距較小，在「行政處理」因素方面差距較大。

五、從路徑分析中整體來看，影響學員家長游泳訓練班後續參與意願因素總影響量最大者為「家長參與動機」（β= 0.616）。

Abstract

The thesis intends to study the influence of participating motivation on participator’s parents’ satisfaction and continuing participating willingness in a private swimming training class. The subjects of my study consist of 281 parents, including 35 fathers and 246 mothers. With questionnaire-surveys as the main source of data, the scale of ”Parents’ Satisfaction and Continuing

Participation Willingness influenced by Participating Motivation in a Swimming Training Class” is also employed as a research tool. Finally, the data is analyzed by means of Descriptive Statistics, Pair-sample test, ANOVA analysis, Person Product- moment Correlation, Multi-factor regression, and Path analysis. To follow are the results of my study:

1. The higher degree satisfaction of participator’s parents’the

“ high class ” of continuing participating willingness they

belong to.

2. The multi-regression analysis of parents’ satisfaction reveals that the explanatory capability (R2(adj)=0.393) reaches 39.30%. There is only one “ social needs ” factor belonged to participating motivation may have influenced parents’ continuing participating willingness; while none of parent’s satisfaction factors may have any significant influence on parents’ continuing participating willingness.

3. The expectation of service quality from parents illustrates

“professional image”is the leading factor while “environmental

facility” is an unimportant one. It indicates “high expectation”

factor among most parents.

4. The differences between satisfaction and expectation in

“administrative service” and “course content” factors are minor; while the differences between satisfaction and expectation in “administrative management” factor are striking.

5. The path analysis illustrates parents’ participating motivation would be the most significant factor in influencing the continuing participating willingness (β=0.616) .