隨著台灣地區高等教育盛行及教育機構廣設，越來越多員工利用閒暇時間回到校園，學習工作上相關技能，以及追求職涯發展。然而這些成人學習者經常遇到職學領域扮演多重角色所產生的職學衝突，而且職學衝突已被發現會造成學習中輟或降低工作績效等負面結果。教育部的統計更進一步指出，工作因素是成人學習者休學或中輟的主要因子。為此，本研究整合工作-資源模式與資源保存理論，探討工作要求對工作倦怠與學習倦怠之影響，並探討職學衝突之中介效果與回復自我效能之調節效果。
針對目前正在台灣地區就讀研究所在職專班學生進行橫斷面資料調查，最後有效樣本為454份，經層級迴歸分析結果顯示，工作要求對職學衝突、工作倦怠、學習倦怠具顯著正向關係，職學衝突對工作倦怠、學習倦怠亦具顯著正向關係，同時職學衝突對工作要求與工作倦怠、學習倦怠影響具部分中介效果，而回復自我效能對工作要求與職學衝突正向關係未具調節效果。針對上述結果，本研究提出理論意涵與管理建議。

Along with the prevalence of higher education and the increasing number of educational institutions in Taiwan, more and more and employees have spent their leisure time coming back to school for learning so as to improve their job-related skills and pursue for career development. However, these adult learners are often encountered with work-school conflicts resulting from the combined multiple roles played in the fields of workplace and school, and work-school conflicts have been found related to negative consequences, such as dropping from school and exacerbating job performance. The statistics from Ministry of Education further indicates that job demands are the main factor predicting these adult learners’ suspension or dropping out from school. As such, this current study integrates the job demand-resources (JD-R) model with conservation of resource (COR) theory to examine the influence of job demands on job burnout and school burnout as well as investigate the mediating role of work-school conflicts between job demands and burnout. In addition, this study attempts to explore the moderating role of recovery self-efficacy in the relationship between job demands and wok-school conflicts. 
A cross-sectional survey of working employees enrolled in the courses of Master degree at the universities of Taiwan was undertaken. The final sample consisted of 454 adult learners. Results of the hierarchical regression analysis reveals that job demands had significant positive relationships with work-school conflicts, job burnout, and school burnout. Work-school conflicts were also positively related to job burnout and school burnout. Furthermore, work-school conflicts were found to partially mediate the relationship between job demands and job burnout as well as school burnout. However, recovery self-efficacy did not moderate the positive relationship between job demands and work-school conflicts. Based on these findings, both theoretical and practical implications are discussed.

目錄
目錄I
表目錄II
圖目錄III
第一章　緒論1
第一節　研究背景	1
第二節　研究動機	2
第三節　研究目的	5
第四節　研究流程	6
第二章　文獻探討	7
第一節　職學衝突	7
第二節　工作要求	15
第三節　工作倦怠與學習倦怠18
第四節　工作資源	22
第五節　回復自我效能25
第六節　工作要求與職學衝突關係28
第七節　職學衝突與工作倦怠、學習倦怠關係	29
第八節　工作要求與工作倦怠、學習倦怠關係	30
第九節　職學衝突為中介變數31
第十節　回復自我效能為調節變數31
第三章　研究方法	33
第一節　研究架構	33
第二節　研究設計	33
第三節　變數衡量	34
第四章　研究分析與結果38
第一節　樣本特性分析38
第二節　問卷信效度分析40
第三節　差異分析	42
第四節　相關分析	50
第五節　迴歸分析	53
第六節　假設驗證	67
第五章　結論與建議68
第一節　研究結論	68
第二節　管理意涵與建議71
第三節　研究限制與未來研究建議74
參考文獻	76
表目錄
表2-1工作要求-資源(JD-R)模式相關研究12
表4-1問卷回收人口統計特徵分析表40
表4-2變數之信度表41
表4-3就讀領域與各變數間差異分析42
表4-4性別與各變數間差異分析43
表4-5年齡與各變數間差異分析44
表4-6婚姻與各變數間差異分析45
表4-7工作年資與各變數間差異分析46
表4-8工作職務與各變數間差異分析47
表4-9教育程度及工作要求符合度與各變數間差異分析48
表4-10技術、能力及工作要求符合度與各變數間差異分析49
表4-11研究變數之平均數、標準差以及相關係數表52
表4-12工作要求對職學衝突之直接效果迴歸分析54
表4-13職學衝突對工作倦怠、學習倦怠之直接效果迴歸分析55
表4-14工作要求對工作倦怠、學習倦怠之直接效果迴歸分析57
表4-15職學衝突對工作要求影響工作倦怠、學習倦怠之中介效果迴歸分析60
表4-16回復自我效能對工作要求影響WSC調節效果迴歸分析62
表4-17回復自我效能對工作要求影響SWC調節效果迴歸分析65
表4-18回復自我效能與工作要求對SWC之交互影響列聯表66
表4-19本研究各項假設驗證成果67
圖目錄
圖1-1研究流程圖6
圖3-1研究架構圖33
圖4-1回復自我效能與工作要求交互作用對SWC之影響66

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