大學生參與「生活與服務」課程學習態度之研究－以中臺科技大學為例

Research on the Life & Service participation and Learning Attitudes of University students：in Central Taiwan University of Science and Technology

張碧玉(Pi-yu Chang)

指導教授 ： 林海清

中臺科技大學/護理學院/文教事業經營研究所/碩士(2010年)

摘要

摘 要
本研究旨在探討大學生參與「生活與服務」課程學習態度之現況。進而分析學生參與生活與服務課程學習態度認知、情感對行為意向之預測力。
本研究採調查研究法，研究工具為研究者自編「大學生參與生活與服務課程學習態度量表」，受試者以中臺科技大學98學年度第1學期四技日間部學生為研究對象，分層隨機抽取600位學生為樣本，共計回收600份，有效樣本為600份，可用率為100％。所蒐集資料以描述統計、t 檢定、單因子變異數分析及多元迴歸等統計方法進行處理。經資料分析後，獲致結論如下：
一、學校學生在參與「生活與服務」課程學習態度上屬同意程度，在「情感」與「認知」層面，表現出接納與認同，而在「行為意向」層面呈現不同意見。
二、不同性別、年級、服務性社團經驗及有志工經驗者之學生在參與「生活與服務」課程學習態度上達顯著差異。
三、學生在參與「生活與服務」課程學習態度在認知、情感均表認同與支持，學生參與自願性高且能有效預測行為意向。
四、學校「生活與服務」課程的主要問題在於缺乏反思活動、課程內容未規劃未能與專業課程相結合及尚未建立相關資訊平臺加強宣導。

關鍵字

學習態度 ； 生活與服務課程 ； 服務學習 ； 大學生

並列摘要

Abstract
The purpose of this research was to study the attitudes of the college students involved in the Life and Services program and analyze students’ cognition and affections through the participation of the program as well as their behavioral intentions.
The researcher used a questionnaire of “College Students’ Attitude in Participating Life and Services Program,” as the research tool to investigate the result. The validity of the questionnaire was surveyed and amended by experts, and the validity was established through the use of factor analysis. This study surveyed 600 randomly chosen day-school students of fall semester, 2009 at Central Taiwan University of Science and Technology. 600 questionnaires were collected. There were 600 valid samples, and therefore, the availability of those samples was 100%. We used descriptive statistics, t-test, one-way ANOVA, and Multiple Regression Analysis to process the data. After analyzing all the data, we concluded the results upon students’ attitudes toward cognitions, emotions, and behavioral intentions as follows:
1. Students agreed on their participating Life and Services program as to their general learning attitudes. Students accepted and recognized the Life and Services program regarding their cognitions and affections toward the program. However, students expressed different opinions toward their behavioral intentions.
2. In terms of different genders, different years, different serving experiences, and whether they were volunteer workers, there were significant differences on students’ learning attitudes of the program.
3. Students recognized and supported the program concerning their cognition and affection attitudes. Students were willing to participate, and we could predict their behavioral intentions effectively.
4. Finally, the major problems of the Life and Services program were that the program was lack of feedback activities, the contents were not well-planned and closely combined with students’ majors, and there was no strategic and informative platform to promote such courses.

並列關鍵字

Service-learning attitude ； Life and service programs ； Service-Learning ； university student

參考文獻

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