CONCEPTION OF LEARNING AMONG SOCIAL WORK STUDENTS

The responses of 723 students and graduates from the social work course in the Department of Applied Social Studies, Hong Kong Polytechnic University, to 30 statements on the conception of learning were examined. A factor analysis reveals five underlying dimensions: learning as perception, learning as a dynamic process that transcends time and space; the significant others in learning, the instrumental functions of learning; and learning as a rational and emotive process. Non-parametric tests reveal significant differences between i) those with and without social work experience and ii) the diploma and non-diploma holders. Second-order tests of significance were carried out and their findings are discussed. 七百二十三位香港理工大学的社会工作课程学生和毕业生，在一份有三十条命题上的问卷上作答，表示他们的〔学习理念〕。〔因子分析〕显示出五个维度：学习被看为理解；学习不受时间空间所限；影响学习的重要人物；学习的工具性；学习的理性和感性。〔非参数分析〕及〔次度分析〕进一步显出不同类别的回答者之间的〔显著差异〕。