高中生服務學習的自我決定動機及其學習成效之研究

Self-Determined Motivation for Service Learning and Learning Achievement among Senior High School Students

林國楨 ； 林皓文 ； 黃偉立 ； 劉秀嫚

《體驗教育學報》 11期 (2018/06) Pp. 71-92

摘要

本研究目的在了解高中生參與服務學習的經驗及自我決定動機，並探討服務學習自我決定動機與學習成效的關係。研究對象為946名就讀於臺中市五所公立高中的高二與高三學生。本研究主要發現如下：一、逾六成的高中生曾在高中階段參與服務學習；服務學習資訊的主要來源為同學或朋友、學校行政人員或教師，以及家人或親戚；最常參與社區服務、教育服務及環境服務；參與服務學習遭遇的主要困難則是服務準備不足、服務太過耗費時間、不易獲得服務學習資訊。二、逾七成的高中生認為參與服務學習能提升其自信心、同理心、團隊合作、批判思考、問題解決、公民意識與社會責任感、人際溝通技巧、領導能力、職涯知識。三、高中生參與服務學習主要是因服務本身所帶來的興趣與樂趣或是認同服務價值的自主動機。四、高中生參與服務學習的自我決定動機愈高，服務學習的成效愈佳；其自我決定動機愈低，則服務學習的成效愈差。本研究結果支持自我決定在高中生服務學習動機與學習成效上所扮演的關鍵角色。最後，根據研究結果，本研究提出對於推動高中生服務學習的建議。

關鍵字

自我決定動機 ； 服務學習 ； 學習成效

並列摘要

The purposes of this study were to investigate self-determined motivation for service learning among senior high school students as well as to explore its relationships with learning achievement. The participants were 964 eleventh and twelfth graders in Taichung City. The major findings are listed as followings: 1. Over 60% of the participants had service learning experience, and their information concerning service learning relied mainly on classmates, friends, school administrators and teachers, and their family and relatives. 2. The major types of service learning that senior high school students participated were community service, educational service, and environmental service. 3. The major difficulties that the participants encountered were inadequate preparation, time-consuming, and no easy access to information regarding service learning. 4. Over 70% of the participants agreed that participated in service learning increased their self-confidence, empathy, collaboration with others, critical thinking, problem-solving, civic and social responsibility, communication skills, leadership, and career knowledge. 5. The participants participated in service learning mainly because they were interested in service and they recognized the value of service. 6. The higher the students' self-determination for service learning, the higher their learning achievement, and the lower the students' self-determination for service learning, the lower their learning achievement. The results support the crucial role of self-determination in students' motivation for service learning. Finally, based upon the results, suggestions for service learning practices were proposed.

並列關鍵字

self-determined motivation ； service learning ； learning achievement

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