學生校園生活型態與學業成績之探討－以南部某醫學大學為例

Correlation between the Campus Lifestyles and the Academic Grades of College Students-A Study in a Medical University of Southern Taiwan

張娟鳳(Chuan-Feng Chang) ； 彭武德(Wu-Der Peng) ； 蔡宜蓉(Yi-Jung Tsai) ； 王心運(Shin-Yun Wang) ； 周汎澔(Fan-Hao chou) ； 張志仲(Jyh-Jong Chang) ； 鍾飲文(Inn-Wen Chong) ； 林曉薇(Xiao-Wei Lin) ； 莊勝發(Sheng-Fa Chuang)

《高雄行為科學學刊》 2期 (2010/12) Pp. 119-145

https://doi.org/10.29854/TJKBS.201012.0007

摘要

目的：在於了解（1）學生校園生活型態為何？（2）學生校園生活型態與學業成績表現關聯如何？（3）學生職能活動與學業成績表現關聯如何？（4）不同背景學生的學業成績是否有所差異？（5）不同背景學生的校園生活型態是否有所差異？（6）不同背景學生的職能活動是否有所差異？方法：以編製之「生活型態量表」與「職能活動量表」對全校六個學院、二十個科系的大三學生進行調查研究。結果：（1）學生校園生活型態包含流行時尚、運動、自我肯定、社交活動、充實新知、家庭取向、休閒娛樂、精打細算、關懷取向、內向程度、獨立自主等十一個因素構面。（2）學生校園生活型態的因素構面與學業成績表現相關；其中社交活動與成績呈現負相關，家庭取向、精打細算與內向程度皆與成績呈現正相關。成績低分組的學生社交活動較為活躍，成績高分組的學生家庭取向較高，較會精打細算且較為內向。生活型態因素可用來區別成績，其中內向程度與家庭取向最能有效區別學生成績高低。（3）學生職能活動的因素構面與學業成績表現相關；其中成績高分組的學生工作時間較長且娛樂時間短，反之，成績低分組的學生工作時間較短且娛樂時間較長。（4）不同背景學生的學業成績有所差異；其中男生學業成績比女生低。六個學院當中，藥學院平均成績最高，生命科學院平均成績最低。學生上網時間低，平均成績較高。（5）不同背景學生的校園生活型態有所差異；男生較喜歡運動、較自我肯定，較少家庭取向及休閒娛樂。（6）不同背景（如：學院、性別、每月支配現金）學生的職能活動沒有差異。結論：本研究結果發現，校園生活型態或職能活動均與學業成績表現有關；研究結果，可作為研擬學生生活輔導與學業適應輔導方案之參考。

關鍵字

生活型態 ； 職能活動 ； 學業成績

並列摘要

Purposes: The purposes of this study were to understand the following issues: a. What are students' campus lifestyles? b. What's the connection between a student's campus lifestyles and academic grades? c. What's the connection between a student's occupational activities and academic grades? d. Do their academic grades differ due to different backgrounds? e. Do their campus lifestyles differ due to different backgrounds? f. Do their occupational activities differ due to different backgrounds?Methods: This study examined the junior-year students of six colleges in 20 departments at a medical university, using 'the lifestyles questionnaire' and 'the occupational questionnaire'.Results: The important results were as follows: average grades were higher in female students, the College of Pharmacy had the highest average grades, and the College of Life Sciences had the lowest average grades. The lower a student's weekly hours online, the higher their average grades. Students who had lower grades were more active in social activities; in contrast, students who had higher grades were more family oriented, budget-conscious, and introverted. Moreover, this study separated the students into groups by the highness and lowness of their grades, using Discriminant Analysis to investigate the lifestyles factors which separated the grades. We found that the level of introversion and the family orientation were most effective in separating students' grades. Nevertheless, differences in gender, college, and monthly cash disposal did not show any differences on the four-dimensional scale of occupational activity. Students in the high-grades group had longer work hours and less time for entertainment, while students in the low-grades group had shorter work hours and more time for entertainment.Conclusion: The present study showed that both students' campus lifestyles and occupational activities were associated with their academic performances. The results can be used as a reference for policy making regarding the design of life and academic guidance.