本研究旨在探討高職學生人格特質對專業承諾之關係，並探討學習滿意度對人格特質與專業承諾之關係是否具有中介效果。以紙本問卷方式進行資料蒐集，共得有效樣本共計626份。研究結果顯示，人格特質嚴謹性及宜人性與專業承諾有正向顯著關係。人格特質中的嚴謹性及宜人性與學習滿意度有正向顯著關係。學習滿意度與專業承諾有正向關係。學習滿意度對人格特質與專業承諾之關係具有中介效果。本研究建議教師多了解學生人格特質，以達因材施教之教育真諦，學生於學習階段出現困擾，會產生負面影響，然學習滿意度便隨之下降，而專業承諾也會逐漸降低。教師可經由學習評量與課後訪談，及時發現學生的學習需求，及早進行補救教學措施，協助學生獲得學習成就，提升專業承諾之續航力。

The purpose of the study is to investigate the relationship between personality and professional commitment of vocational school students, and to test the mediation effect of learning satisfaction. A paper-based questionnaire survey design was adopted to collect the data with 626 valid samples. The result shows that two personality traits, Conscientiousness and Agreeableness, is significantly positively related to professional commitment, Conscientiousness and Agreeableness is significantly positively related to learning satisfaction, learning satisfaction is positively related to professional commitment, and learning satisfaction has mediation effect between personality and professional commitment. This study suggests teachers to have better understanding about students’ personality traits, so as to achieve the true goals of teaching on individual basis. Students, when encountering problems on study stages, will develop negative factors. Hence their study satisfaction will decline accordingly, along with the decrease of professional commitment. Teachers could find out students study needs timely through study evaluation and after school interview, engaging in remedial study measures earlier, assisting students in obtaining study achievement, enhancing their momentum in professional commitment.

人格特質、高職學生、專業承諾、學習滿意度

personality、vocational school student、professional commitment、learning satisfaction