大學生參與社會責任計畫個人因素、學習投入經驗與永續發展素養之關係研究

A study of Relationships among Personal Backgrounds, Learning Engagement and Sustainability Development Literacy of College Students in Social Responsibility Programs

李佳親(Lee Jia-Chin)

指導教授 ： 劉若蘭

國立臺灣師範大學/教育學院/公民教育與活動領導學系/碩士(2021年)

https://doi.org/10.6345/NTNU202101080

摘要

本研究旨在探討大學生個人因素、學習投入經驗及永續發展素養的關係，個人因素包括：生理性別、年級、目前就讀學院、參與志工經驗與選修課程數量；學習投入經驗因素包括：認知投入、情感投入與行為投入；永續發展素養因素包括：系統思考能力、預想未來能力、理解行動的規範與價值、策略能力、協作能力、批判思考能力、自我覺察能力、解決問題能力。研究對象為國立臺灣師範大學曾於108學年度至109學年度選修大學社會責任實踐計畫之相關課程的學生，運用描述統計、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關分析以及多元迴歸分析統計方法，探究大學生參加大學社會責任實踐計畫相關課程，學習投入經驗與永續發展素養之間的關係與影響。本研究結果歸納分述如下：
一、學習投入經驗表現以「行為投入」面向平均得分最高，其次為「情感投入」面向與「認知投入」面向。
二、永續發展素養各面向以「理解行動的規範與價值」平均分數最高，其次依序為「系統思考能力」、「協作能力」、「預想未來能力」、「解決問題能力」、「策略能力」、「批判思考能力」、「自我覺察能力」。
三、不同個人因素中，參與志工經驗、選修課程數量對於學習投入經驗與永續發展素養有顯著差異。
四、皮爾森積差分析發現，大學生學習投入經驗與永續發展素養呈正相關。
五、多元迴歸分析發現，大學生個人因素、學習投入經驗對永續發展素養解釋力部分，在系統思考能力方面達31.1%解釋力、預想未來能力方面達29.5%解釋力、理解行動的規範與價值方面達16.1%解釋力、策略能力方面達48.5%解力、協作能力方面達37.9%解釋力、批判思考能力方面達17.6%解釋力、自我覺察能力方面達36.2%解釋力，以及解決問題能力方面達28.9%解釋力。

本研究最後根據研究結果提出建議包括：
一、 對大學生提升個人永續發展素養建議：積極參與志工機會，從服務中反思學習經驗、增加選修大學社會責任實踐計畫之相關課程、重視並認真投入課程內容與活動。
二、 對教師培養學生永續發展素養建議：注重並激勵學生各方面學習投入經驗、課程增加實際操作活動內容、未來課程內容設計增加培養學生對「批判思考能力」與「自我覺察能力」的提升。
三、 對未來永續發展素養相關研究，分別提出研究變項、研究對象與研究方法建議。

關鍵字

大學生 ； 學習投入經驗 ； 永續發展 ； 大學社會責任

並列摘要

This study aimed to explore the personal backgrounds, learning engagement, and sustainable development literacy of college students.Variable factors included biological gender, grade level, current college, volunteer experience, and number of elective courses; cognitive engagement, emotional engagement, and behavioral engagement; Systems thinking competency, Anticipatory competency, Normative competency, Strategic competency, Collaboration competency, Critical thinking competency, Self awareness competency.Study targets were students from National Taiwan Normal University who took elective college courses associated with social responsibility during the 2019 and 2020 academic year. Descriptive statistics, independent t tests, one-way ANOVA, Pearson correlation, and multiple regression were used to explore the relationship between and impact of learning engagement and sustainable development literacy in college students attending courses relating to social responsibility programs. Results of this study are summarized as follows:

1. In terms of learning engagement, the “behavioral engagement” aspect had the highest average score, followed by the “emotional engagement” aspect and the “cognitive engagement” aspect.
2. In terms of sustainable development literacy, the “Normative competency” aspect had the highest average score, successively followed by “Systems thinking competency”, “Colla boration competency”, “Anticipatory competency”, “Integrated problem solving competency”, “Strategic competency”, “Critical thinking competency” and “Self awareness competency”
3. Among personal background variables, volunteer experience and number of elective courses yielded significant differences in learning engagement and sustainable development literacy.
4. Pearson correlation analysis found a positive correlation between learning engagement and sustainable development literacy in college students.
5. Multiple regression analysis found significant explanatory power in personal backgrounds, learning engagement, and sustainable development literacy in college students: In terms of systems thinking competency, explanatory power was 31.1%; In terms of anticipatory competency, explanatory power was 29.5%; In terms of normative competency, explanatory power was 16.1%; In terms of strategic competency, explanatory power was 48.5%; In terms of colla boration competency, explanatory power was 37.9%; In terms of critical thinking competency, explanatory power was 17.6%; In terms of self awareness competency, explanatory power was 36.2%; In terms of integrated problem solving competency, explanatory power was 28.9%.

Suggestions based on study results include:
1. Suggestions for enhancing sustainable development literacy in college students: Actively participate in volunteer opportunities and reflect on learning experiences, take more elective college courses relating to social responsibility programs, and focus on engagement in course content and activities.
2. Suggestions for teachers cultivating sustainable development literacy in students: Emphasize and encourage learning engagement in students, increase the number of practical course activities, and include activities to cultivate “Critical thinking competency” and “Self awareness competency” in students when designing courses in future.
3. Suggestions on study variables, study targets, and research methods have also been proposed for future research on sustainable development literacy.

並列關鍵字

college students ； learning engagement ； sustainable development literacy ； university social responsibility

參考文獻

Handelsman, M. M., Briggs, W. L., Sullivan, N., & Towler, A. (2005). A measure of college student course engagement. Journal of Educational Research, 98, 184-191. https://doi.org/10.3200/JOER.98.3.184-192

Pavlou, P. A., & Fygenson, M. (2006). Understanding and predicting electronic commerce adoption: An extension of the theory of planned behavior. MIS Quarterly, 30(1), 115-143. http://doi.org/10.2307/25148720

中文部分

丁正芬（2016）。大學生投入校園經驗與學習獲益關係之研究（系統編號：104FJU00717007）〔碩士論文，天主教輔仁大學〕。臺灣博碩士論文知識加值系統。 https://hdl.handle.net/11296/gmdh83

丁芳敏（2007）。中原大學學生的全人教育目標知覺、校園參與經驗與學習成果的關連性研究。（系統編號：095CYCU5331006）〔碩士論文，中原大學〕。臺灣博碩士論文知識加值系統。https://hdl.handle.net/11296/3pz8sa