臺北市扶輪社員服務動機與服務學習滿意度之研究

A Study of Service Motivation and Service-learning Satisfaction of Rotary Club Members in Taipei City

白文正

指導教授 ： 林振春 博士

國立臺灣師範大學/教育學院/社會教育學系在職進修碩士班/碩士(2005年)

摘要

服務學習是未來社會發展趨勢，而國際扶輪是全世界歷史最悠久且最有名的服務性社團組織，扶輪的精義即為「超我的服務」。本研究欲探討不同個人背景變項及不同服務經驗的扶輪社員，在服務動機與服務學習滿意度之差異情形，並分析服務動機與服務學習滿意度之間的關係，及服務學習滿意度的預測力。最後提出具體建議供相關單位參考，以重視服務學習的重要性。
　　本研究以「臺北市扶輪社員服務動機與服務學習滿意度問卷」為研究工具，研究對象為臺北市RI3480地區扶輪社員。採立意抽樣，由研究者參與各社的例會、或聯合例會及授證晚會，來發放問卷與當場回收，共發出521 份問卷，回收有效樣本448份，回收率達86%。並利用次數分配、平均數、標準差、因素分析、單因子變異數分析、雪菲法分析、皮爾森積差相關分析、多元迴歸分析等研究方法，進行資料分析與統計。
　　依據研究結果，就臺北市扶輪社員之服務動機與服務學習滿意度的情形，研究發現及結論如下：
一、不同性別、年齡、教育程度、有無子女、扶輪年資等社員個人背景變項，在服務動機之程度上並無顯著差異。
二、不同年齡、有無子女、扶輪年資等社員個人背景變項，在服務學習滿意度之程度上並無顯著差異。
三、女性扶輪社員，對「學習環境優質性」的服務學習滿意度較男性高。
四、教育程度愈高的扶輪社員，對「學習內容多樣性」的服務學習滿意度愈高。
五、是否曾任領導職，對扶輪社員服務動機的「超越與提昇」與服務學習滿意度的「學習內容多樣性」有顯著差異。
六、是否曾參與其他相關社團，對扶輪社員的「服務與學習」、「成就與榮譽」、「超越與提昇」此三項服務動機及服務學習滿意度的「學習環境優質性」有顯著差異。
七、扶輪社員的服務動機與服務學習滿意度呈高度相關：最高度正相關者為「服務與學習」及「學習效能正面性」間，而相對較低者為「成就與榮譽」及「學習內容多樣性」間。
八、針對扶輪社員的服務學習滿意度，最有預測力之服務動機為「服務與學習」，對「學習效能正面性」及「學習內容多樣性」皆具預測力；其次為「成就與榮譽」，對「學習環境優質性」具預測力。

根據本研究結論，對扶輪社等從事服務學習之團體提出幾點建議：
一、建立服務與學習機制
二、培養成就與榮譽參與
三、創立超越與提昇機會
四、創造優質學習環境
五、強化正面學習效能
六、豐富多樣學習內容

關鍵字：國際扶輪、扶輪社員、服務學習、服務動機、服務學習滿意度

關鍵字

國際扶輪 ； 扶輪社員 ； 服務學習 ； 服務動機 ； 服務學習滿意度

並列摘要

A Study of Service Motivation and Service-learning Satisfaction of Rotary Club Members in Taipei City

Abstract

　　Service-learning is in the trend of future social development. Besides, Rotary International is the most long-standing and famous organization of service providing whose terminal goal is exactly “service above self”. Therefore, in this research, the author not only discusses whether those Rotary club members with different demographic background and servicing experience will have different kinds of service motivation and service learning satisfaction, but also analyzes the relationship between service motivation and service learning satisfaction. Finally, the author discusses the theoretical and practical implications of his findings, in order to draw more attention to the importance of service-learning.
　　“The Questionnaire of Rotary Club Members’ Service Motivation and Service-learning Satisfaction” is used in this research, as the research tool for questionnaire survey method. The interviewees are who volunteered to participate in the survey during the Rotary meetings. In total, 448 questionnaires are collected and the return rate is 86%. The empirical analysis is based on perceptual data (446 validated respondents) collected from fourteen Rotary Clubs in Taipei RI3480. The data are analyzed carefully by several statistical methods, including descriptive statistics (i.e. Frequency distribution, Mean, Standard Deviation), reliability analysis, factor analysis, one-way analysis of variance, Schiff's method, Pearson product-moment correlation analysis, and multiple regression.
　　The findings are stated as follows:
1.Little distinction in Rotary Club members’ service motivation due to their genders, ages, education levels, seniority in Rotary clubs, and whether they have sons or daughters.
2.Little distinction in Rotary Club members’ service-learning satisfaction due to their ages, education levels, seniority in Rotary clubs, and whether they have sons or daughters.
3.Female Rotary Club members’ service-learning satisfaction in “the superiority of learning environment” is higher the male members’.
4.The higher education level Rotary Club members are with, the higher service-learning satisfaction in “the diversity of learning content” is.
5.Rotary Club members’ leading experience impacts significantly on their service motivation in “achievement and honor,” and their service-learning satisfaction in “transcendence and enhancement.”
6.Rotary Club members’ motivation in “service and learning,” “achievement and honor,” and “transcendence and enhancement” are significantly influenced by their past experience of participating other related groups.
7.Rotary Club members’ service motivation and service-learning satisfaction are highly positively related. Besides, the relationship between “service and learning” and “the positiveness of learning effectiveness” is closest; however, “achievement and honor” is with the relatively low relation to “the diversity of learning content.”
8.For Rotary Club members’ service-learning satisfaction, perfect prediction of service-learning satisfactions from Service-Learning attitudes: “the positiveness of learning effectiveness” and “the diversity of learning content” are both highly predictable by “service and learning;” furthermore, “the superiority of learning environment” is secondly highly predictable by “achievement and honor.”

　　Based on the previous documents and results of this research, there are suggestions to Rotary Club and related servicing groups proposed as follows:
1.Establishing the mechanism of service and learning.
2.Developing the participation of achievement and honor.
3.Creating the chance of transcendence and enhancement.
4.Establishing the superior environment.
5.Enhancing the effectiveness of positive learning.
6.Enriching the diversity of learning contents.

Key words: Rotary International, Rotary Club member, service-learning,
service motivation, service-learning satisfaction

並列關鍵字

Rotary International ； Rotary Club member ； service-learning ； service motivation ； service-learning satisfaction

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