背景 培育護生具備自我導向學習能力，可作為其成為護理人員後專業成長能力的基礎。
目的 本研究旨在了解護生自我導向學習的現況，並探討不同個人背景因素之護生對自我導向學習的差異。
方法 採橫斷式調查研究，以方便取樣，收集北部某技術學院的二技護生及南部某技術學院的四技護生之
問卷調查資料。共發出550份問卷’以有效問卷537份進行統計分析。
結果 20 — 21歲護生的整體自我導向學習及自我管理得分均顯著高於18 — 19歲的護生。日二技護生的整
體自我導向學習、學習欲望和自我控制的得分分別顯著高於四技和二技進修部護生；日二技護生的 自我管理亦依序顯著高於二技進修部和四技護生。很認同護理專業的護生的整體及各向度自我導向 學習得分依序顯著高於認同和普通的護生。
結論/藉由探討不同背景護生在自我導向學習之差異，建議護理教師加強四技和二技進修部護生自我導向 實務應用學習能力，並提升護生對護理專業之認同。

Background: Fostering self-directed learning skills in nursing students may provide a foundation for improving the specialty knowledge of these nurses.
Purpose: This study examines the current status of nursing student self-directed learning behavior and explores how different background factors impact self-directed learning.
Methods: This research design used a cross-sectional survey and convenience sampling. A total of 550 questionnaires were distributed to participants in enrolled in nursing programs at a 2-year nursing program at an institute of technology in northern Taiwan and a 4-year nursing program at an institute of technology in southern Taiwan. A convenience sampling was used to collect data, with 537 valid questionnaires used in data analysis.
Results: Results indicated that the self-directed learning and self-management of nursing students between 20-21 years old was significantly higher than those of students between 18-19 years old Self-directed learning, desire of learning and self-control in 2-year nursing students were significantly higher than in 4-year and extension education department nursing student participants. Two-year nursing students had the highest self-management scores, followed by extension education department participants and 4-year nursing students. Finally, participants who associated highly with the nursing profession earned the highest self-directed total score, followed by those participants who associated generally and those who associated mildly.
Conclusions / Implications for Practice: The results recommend that teachers at nursing institutes help students develop self-directed learning. Results also recommend teachers increase their students’ association with the nursing specialty through understanding the impact of different background factors on self-directed learning.