大學生參與服務學習動機及成效之研究

近年來教育部越來越重視大學生在校時能透過參與社團與課程，從「服務」達到「學習」的自我成效，透過體悟與反思，達到學習成長的目的。本研究探討大學生參與社團型服務學習活動以及課程型服務學習活動之動機，是否因不同動機產生不同的結果與價值? 本研究主要研究對象為30位參與社團型活動大學生及30位參與課程型服務學習活動大學生兩者的服務動機、學習結果及最終成就性價值的鏈結關係，以方法目的鏈理論及深入訪談檢測技巧的階梯法（包含深度訪談的軟式階梯法及紙筆測驗的硬式階梯法兩種），收集資料及繪製價值階層圖，最後提出學習成效評量及成績考核方式建議。研究結果顯示，大學生參與社團型服務學習前主要動機為習領導台風、期許自我獨立，但服務學習前期望得到融洽人際互動的結果及心裡到充實的價值，服務學習後得到多元思考角度的結果及專業能力收穫的價值；建議具服務學習內涵的社團在規劃服務活動及活動前的訓練，應加強領導訓練及活動策畫或人際處理學習，使參與學生能同時學習到與人相處融洽能力，及獲得心裡感到充實的價值，而學習成效評量多加進學生是否學到多元思考，及專業能力收穫等回饋反思使服務與學習能有效合一。課程型服務學習學生最想學習溝通能力，服務學習後得到加強規劃活動的結果，及心裡感到有成就感的內在心理價值，符合本研究採用溝通與表達、企業管理兩門課程實務應用，顯示專業課程的服務與學習相輔相成，透過學生心理感到滿足充實價值，能有效誘發學生學習意願及提高專業課程學習成效。

關鍵字

服務學習；方法目的鏈；學習成效；學習評量

並列摘要

In recent years, the Ministry of Education has increasingly its emphasis on students’ participation in school curriculum and community. College students would develop their sense of responsibilities through “learning by serving” activities. This research investigate the motivations of college students who participate in “community-based” as well as “curriculum-based” service learning activity, and examine whether different motivations would result in different value and outcomes. This study involved 30 students who participate in “community-based” activity and 30 students who participate in “curriculum-based” activity. The Means-End Chain Theory and In-depth Interview Detection Skills of Hierarchical Value Map (includes in-depth interviews of “soft laddering’ and written quiz of “hard laddering”) were utilized to examine the chain effects among their motivations, learning outcomes, and ultimate achievement. The results demonstrate that students who participate in “community-based” and “leadership”activity, their main purposes were “self-improvement”. Upon completion of the activity, students would find themselves build up valuable experience and looking things from various perspectives. This paper suggests that “Leadership Training” and “Interpersonal treatment study” should be incorporated into the training activities. Students who participate in “curriculum-based” program would wish to improve their interpersonal and communication skills. Upon completion of the activity, students would build up valuable experience and gain self-fulfillment. Therefore, students would achieve their professional learning objectives through service learning program Service learning program build up valuable experience can effectively enhance the learning intention and outcomes.