全國大專校院校園社團活動發展影響因素之探討

學生社團活動的參與經驗，對於培養大學院校學生多元化能力的工作，有其深遠的教育意義。本次問卷調查受訪的社團學生幹部，均為參加九十三年七月在金山活動中心所舉辦之「九三年全國大專校院社團幹部研習會」的學員，為教育部與救國團共同主辦之活動。本次學生成員包含全國53所公私立大專校院之學生社團幹部，人數共計157人。對於整體性的社團發展問題，對於教育單位的政策宣導及學校行政單位的鼓勵支持，受訪學生幹部普遍表示已經接受到此項資訊。然而「學校社團」與「自己現在參與的社團」目前仍然存在一些發展困難；在學生幹部的認知，「學校社團」比「自己現在參與的社團」存在較大的發展困難。在設定的影響學生參與校園社團活動的十五個因素中，其中的八個因素是受訪社團幹部學生們共同認為影響程度較大的；依序為參與社團活動的動機、完善的校園活動空間、較充裕的活動經費規劃、提昇社團幹部辦事能力的進修研習、具體的鼓勵辦法、指導老師的熱心參與、完善的軟硬體設施和社團幹部的傳承機制等八個因素。其影響程度介於「非常有影響」和「有影響」之間。在推動校園發展工作上，不管是校內或校外的資訊傳達方面，或者各級學務單位人員的參與鼓勵，私立學校與公立學校存在顯著性的差異。分析結果顯示，私立學校的學生幹部對於「校內師長的參與態度」上的認知，認為比公立學校為積極。在學生幹部的人口變項與個別性影響因素的差異性分析上，發現十五個影響因素裡列為最重要的八個影響因素，在學生幹部人口變項上之差異性均未達顯著水準，表示不同背景之同學看法相近。至於其他的七個影響因素除了「學校是否擬定明確的社團發展方向」與「課業因素」看法較為一致之外，其餘諸如「校外工讀」、「排課方式」、「家長態度」、「任課師長態度」、「課指組承辦業務人員工作態度」，均在多項學生幹部人口變項上亦呈現顯著差異性，顯示在這些項目上同學之看法有明顯之不同。

關鍵字

大專社團；社團發展；社團幹部；影響因素

並列摘要

Participating in student associations has a great effect on cultivating college students' abilities. The subject consisted of 157 staffs of the associations, all of whom came from 53 public and private colleges and universities and took part in the seminar held by Minister of Education and Youth Corps in 2004. In the development of associations, all students who took part in the seminar are familiar with government's educational policies and school's measures. In fact, they still have the same problems in school associations and their own associations, but they believed that the problems in school associations are more than those in their own associations. The variables in the questionnaire include 15 factors, eight of which are most important they believe, including participating purpose, activity space, sufficient budget, having seminars for staffs in the associations, concrete encouragement measures, advisers' enthusiastic participation, good hardware facilities and perfect transference system. Their influence is between ＂have great influence＂ and ＂have influence.＂ In developing the association on the campus, there is a significant difference between private and public schools in information conveyance inside and outside the school and staffs who are involved in student affairs. The result showed that student staffs in private schools believe that their faculty members in the attitude of participating in the associations are more active than those in public schools. In the difference analysis of student population variables and individual effective factors, we found that there is no significant difference to all students in student staff population variables. Besides, students have the same opinions in the development of associations and curriculum factors. There is a significant difference of student population variables in working part-time outside the school, curriculum arrangement, parents' attitude, teachers' attitude, and staffs' attitude in extra-curriculum section.