全球華人股份有限公司於2016年調查大專院校畢業生投入本科相關產業的資料顯示，僅不到兩成資訊相關科系畢業生進入程式設計相關行業。這意味著目前高等教育資訊相關科系應就就業市場的需求、學科發展方向的不同、個人意願和興趣以及學科知識和實踐技能的差異等面向深入探討原因，以減緩高等教育與產業對接的實際落差。本研究旨在探討哪些因素會影響資訊相關科系學生學習程式設計的歷程變項，以增進學生學習成就與自我效能。由於程式設計學習複雜且抽象，需要良好的邏輯思考能力，學生自身的邏輯思考能力好壞也會影響學習的過程。學習動機是驅動學習的重要因素，個人對某事的興趣或需求也會影響學習程式設計的起頭與持續學習的程度。此外，自身認知風格的不同將會影響學習活動的注意力，並影響學生是否有不適應性認知的情形。本研究建構研究模型，並針對349位資訊類科技職大專生進行問卷調查，結果顯示：1. 學習動機是影響學習程式設計最重要的因素、2. 邏輯思考能力、學習動機、認知風格會影響學習者有不適應性認知的情形發生、3. 不適應性認知的情形發生會影響學習者的自我效能表現。該研究結果可協助教師在教學流程與教學策略設計時提供參考。

In a 2016 study by the Global Chinese Corporation, fewer than 20% of college graduates with information-related majors entered programming-related industries. This discrepancy underscores the need for a comprehensive examination of higher education curricula to align them more closely with labor market demands. The present study aims to identify key variables affecting the learning processes in programming among students in information-related majors, with a focus on enhancing educational outcomes and self-efficacy. Given the complexity of programming, factors such as students’ logical thinking abilities, learning motivation, and cognitive styles were analyzed. A questionnaire was administered to 349 vocational college students majoring in Information Technology. The findings revealed three main points: (1) Learning motivation was the most influential factor in programming learning; (2) Variables like logical thinking ability, learning motivation, and cognitive style contributed to the onset of maladaptive cognition; and (3) Maladaptive cognition negatively impacted learners’ self-efficacy in programming tasks. These results have implications for instructional design, providing empirical data that educators can use to better align pedagogical strategies with student needs and industry requirements.