大學生海外服務經驗與課外學習核心能力之關係研究－以北區大專校院為例

本研究旨在探討大學生海外服務經驗與課外學習核心能力之關係，採用問卷調查法，以「大學生海外服務經驗與課外學習核心能力問卷」作為研究工具；量表分為個人背景、海外服務經驗量表、課外學習核心能力量表等三部分，其中個人背景包括包括性別、年級、學院類別、學校性質、社團參與經驗、曾擔任社團最高職務、海外服務時數、海外服務地區、海外服務類型等九項；海外服務經驗包括團隊支持與服務準備、多元互動與服務承諾、協同合作、反思覺察等四面向；課外學習核心能力則包括批判思考與問題解決能力、創新創造與團隊合作能力、國際視野與人際關係能力、溝通表達能力等五面向。　　研究對象為就讀北區大專校院且108年度暑假或109年度寒假參與海外服務的大學生，共404人其中男性151人，女性253人。統計方法包括描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關及多元迴歸分析。研究結果如下：一、在海外服務經驗，團隊支持與服務準備平均分數最高，協同合作則最低。二、在課外學習核心能力提升程度，正向態度與終身學習能力平均分數最高，批判思考與問題解決能力平均分數最低。三、不同性別、年級、學校性質、海外服務地區及海外服務類型對於海外服務經驗有顯著差異。四、不同性別、社團參與經驗、社團曾擔任最高職務、海外服務地區及海外服務類型對於課外學習核心能力提升程度有顯著差異。五、海外服務經驗與課外學習核心能力提升程度具有顯著的中度相關。六、大學生個人背景因素、海外服務經驗對課外學習核心能力具有解釋力。　（一）正向態度與終身學習能力面向：人文教育與傳播藝術領域高於資訊科學、農學、醫藥衛生及服務領域、海外服務天數在31天以上高於20天內，且團隊支持與服務準備、反思覺察亦為顯著預測因素，解釋力達81.1%。　（二）批判思考與問題解決能力面向：男性高於女性、人文教育與傳播藝術領域及社會科學、商業及法律領域高於資訊科學、農學、醫藥衛生及服務領域、無社團經驗高於有社團經驗、非亞洲地區高於亞洲地區，且多元互動與服務承諾、反思覺察亦為顯著預測因素，解釋力達59.1%。　（三）創新創造與團隊合作能力面向：低年級高於高年級、人文教育與傳播藝術領域高於資訊科學、農學、醫藥衛生及服務領域、無社團經驗高於有社團經驗，且團隊支持與服務準備、多元互動與服務承諾亦為顯著預測因素，解釋力達81.8%。　（四）國際視野與人際關係能力面向：團隊支持與服務準備、反思覺察為顯著預測因素，解釋力達79.4%。　（五）溝通表達能力面向：人文教育與傳播藝術領域高於資訊科學、農學、醫藥衛生及服務領域、無社團經驗高於有社團經驗，且團隊支持與服務準備、多元互動與服務承諾、協同合作、反思覺察亦為顯著預測因素，解釋力達73.1%。　（六）整體課外學習核心能力：低年級高於高年級、無社團經驗高於有社團經驗、非亞洲地區高於亞洲地區，且團隊支持與服務準備、多元互動與服務承諾、反思覺察亦為顯著預測因素，解釋力達39%。　　本研究依據以上結果，並針對學校單位、大學生及後續研究提出建議：（一）對學校單位之建議：重視學生之海外服務經驗、強化團隊成員間的互動機制與反思引導；（二）對大學生之建議：積極參與服務活動，累積服務經驗、加強對海外服務的認識，瞭解相關議題。最後，對後續研究對象、方法、內容等面向提出之建議。

關鍵字

大學生；海外服務經驗；課外學習核心能力

並列摘要

This study aims to examine the relationship among overseas service experiences and extracurricular learning core competencies of college students. A questionnaire is adopted as the research instrument, which consists of three scales: the personal background scale, the overseas service experience scale, and the extracurricular learning core competence scale. The 9 items in the personal background scale include gender, grade, type of college, characteristics of school, experience in student societies, highest position held in student societies, hours of overseas service, area of overseas service, and type of overseas services. The 4 dimensions in the overseas service experience scale include team support and service preparation, multiple interactions and service commitments, collaboration and cooperation, as well as reflective awareness. The 5 dimensions in the extracurricular learning core competence scale include the abilities of critical thinking and problem solving, the abilities of innovating, creating and teamwork, global vision and interpersonal skills, as well as communication and expression abilities. 　　There are 404 valid samples in this research of Universities and Colleges in the Northern Taiwan, including 151 male students and 253 female students who participated overseas service in the 2019 summer vacation or 2020 winter vacation. The results were analysis by descriptive Statistics, Independent-Sample t-Test, One-way ANOVA, Pearson product-moment Correlation and Multiple regression analysis. The results of the study are as shown below: 1.In overseas service experiences, the average score of team support and service preparation were the highest, while that of collaboration and cooperation was the lowest. 2.Concerning the degree of improvement in extracurricular learning core competencies, the average score of positive attitude and lifelong learning abilities were the highest, while that of critical thinking and problem-solving abilities were the lowest. 3.Students with different gender, grades, natures of school, areas of overseas services and types of overseas services showed significant differences in overseas service experiences. 4.Concerning the degree of improvement in extracurricular learning core competencies, students with different gender, experience in student societies, highest positions held in student societies, areas of overseas services and types of overseas services showed significant differences. 5.Overseas service experiences have a significant moderate correlation with the degree of improvement in extracurricular learning core competencies. 6.The factors of college students’ personal background and overseas service experiences possess explanatory powers for extracurricular learning core competencies. 　(1)The dimension of positive attitude and lifelong learning abilities: Higher in students of humanistic education and communication arts than in students of information science, agronomy, medicine and healthcare, as well as service subjects. Students with 31 days of overseas service experiences scored higher than those who served under 20 days. In addition, team support and service preparation as well as reflective awareness are significant predictors, with explanatory powers as high as 81.1%. 　(2)The dimension of critical thinking and problem-solving abilities: Higher in male than in female. Higher in students of humanistic education and communication arts, social sciences, business and law than in students of information science, agronomy, medicine and healthcare, as well as service subjects. Students with no experiences in student societies scored higher than those with experiences in student societies, while students from non-Asian regions scored higher than those from Asian regions. In addition, multiple interactions and service commitments as well as reflective awareness are significant predictors, with explanatory powers as high as 59.1%. 　(3)The dimension of the ability of innovation, creation and teamwork: Higher in junior students than senior students. Higher in students of humanistic education and communication arts than in students of information science, agronomy, medicine and healthcare, as well as service subjects. Students with no experiences in student societies scored higher than those with experiences in student societies. In addition, team support and service preparation as well as multiple interactions and service commitments are significant predictors, with explanatory powers as high as 81.8%. 　(4)The dimension of global vision and interpersonal skills: Team support and service preparation as well as reflective awareness are significant predictors, with explanatory powers as high as 79.4%. 　(5)The dimension of communication and expression abilities: Higher in students of humanistic education and communication arts than in students of information science, agronomy, medicine and healthcare as well as service subjects. Students with no experience in student societies scored higher than those with experience in student societies. In addition, team support and service preparation, multiple interaction and service commitment, collaboration and cooperation as well as reflective awareness are significant predictors, with explanatory powers as high as 73.1%. 　(6)Overall extracurricular learning core competencies: Higher in junior students than in senior students. Students with no experiences in student societies scored higher than those with experiences in student societies. Students from non-Asian regions scored higher than those from Asian regions. In addition, team support and service preparation, multiple interaction and service commitment, as well as reflective awareness are significant predictors, with explanatory powers as high as 39%. 　　Based on the above results, this study puts forward the following suggestions for school administrators, college students and follow-up researches: 1. Suggestions for school administrators: pay attention to students' overseas service experiences, strengthen the interaction mechanism and guidance in reflections among team members; 2. Suggestions for college students: actively participate in service activities, build up experience in services, learn more about overseas services and understand related issues. Finally, suggestions concerning research subjects, methods and content are put forward for follow-up researches.