The study on learning motivation, flow experience and learning satisfaction of design arts students

Abstract

This study explored the relationship between learning motivation, flow experience, and learning satisfaction among students in the design group of technical high schools in northern Taiwan. The "Design Group Students' Learning Motivation, Flow Experience, and Learning Satisfaction Questionnaire" was developed, incorporating sections on "background information," "learning motivation," "flow experience," and "learning satisfaction." The study targeted second- and third-grade students from the New Taipei City Technical High School Design Group, enrolled in the 2019-2020 and 2020-2021 academic years. Out of approximately 2,717 students, 559 valid questionnaires were collected, representing 20.6% of the total student population. Descriptive statistics, Pearson product-moment correlation analysis, and multiple regression analysis were used to examine the relationships between the research variables.

The data analysis revealed that learning motivation significantly and positively predicted flow experience and learning satisfaction. Additionally, flow experience significantly and positively predicted learning satisfaction and partially mediated the relationship between learning motivation and learning satisfaction. These findings suggest that enhancing students' learning motivation before teaching can improve their learning satisfaction by fostering their flow experience.