Research On The Current Situation And Influencing Factors Of The Degree Of Learning Satisfaction For Full-time Self-taught Student

Based on the theory of clients' satisfaction degree and lifelong education,this thesis conducts a questionnaire investigation by taking the 450 full-time self-taught students in the school of continuing education of Hunan Agricultural University,which is the demonstration unit of national higher education examination for the self-taught,by means of quantitative research.Through comprehending the current situation and differences of full-time self-taught students' learning satisfaction degree,this thesis tends to explore and analyze the effect of regular self-efficacy,self-respect,leaning adaptability,sense of identity in school,sense if self-identity and class motivation atmosphere towards learning satisfaction degree.On the basis of the above-said,this thesis proposes the countermeasures and suggestions to improve the learning satisfaction degree of full-time self-taught students,aiming to improve the education quality of full-time self-taught students.After the questionnaire investigation and analysis of data,it is concluded that as the following:(1)the degree of learning satisfaction for full-time self-taught students is located at the middle level,which still requires to be increased;(2)degree of learning satisfaction for full-time self-taught students differentiates among the grades,satisfaction degree of the students in Grade 2015 is higher than that of students in Grade 2014;(3)degree of learning satisfaction for full-time self-taught students differentiates among classes,the degree of learning satisfaction for students in experimental classes(classes that will take the postgraduate entrance exam)is remarkably higher than that of students in non-experimental classes;(4)there is no differences in the degree of learning satisfaction for students with different sexes,education expectation,source structure and family economic condition;(5)the regular self-efficacy,self-respect,leaning adaptability and mastering of class motivation atmosphere for full-time self-taught students are of middle level,and their sense of identity with the school is of lower-middle level,and the sense of self-identity is of higher-than-middle level;(6)degree of learning satisfaction is conspicuously correlated with ordinary self-efficacy,self-respect,learning adaptability,sense of identity with schools,sense of self-identity and the variable of mastering atmosphere,there is also a positive correlation between degree of leaning satisfaction and the achievement climate of class motivation climate;(7)the degree of learning satisfaction for full-time self-taught students is influenced by leaning adaptability,mastering climate and regular self-efficacy,the influence of which are from large to small.On the basis of researching conclusion,the author proposes the countermeasures and strategies to improve the degree of learning satisfaction for full-time self-taught students from two levels that are students,colleges and universities,and from eight perspectives,further improving the education quality of full-time self-taught students in colleges and universities and strengthening the ability of sustainable development of higher continuing education.