技職校院新生入學期望與校園經驗之研究-以北區一所技術學院為例

A Study on the Entrance School Expectations and the Campus Experiences of New Students at Technological Institutes

周素足(Su-Tsu Chou)

指導教授 ： 劉杏元

國立臺灣師範大學/教育學院/公民教育與活動領導學系在職進修碩士班/碩士(2007年)

摘要

本研究旨在探討技職校院新生入學期望與校園經驗，研究問題包括：一、新生剛入學在學術投入、人際投入、校園活動融入、校園支持環境與學校認同的入學期望為何？二、不同學制、戶籍地、入學志願、入學方式、父母教育程度、父母職業、校內工讀期望、校外打工期望的新生在學術投入、人際投入、校園活動融入、校園支持環境與學校認同的入學期望之差異為何？三、實施新生定向輔導方案後，新生之學術投入、人際投入、校園活動融入、校園支持環境與學校認同的校園經驗為何？四、不同學制、戶籍地、入學志願、入學方式、父母教育程度、父母職業、校內工讀經驗、校外打工經驗、新生定向方案參與度，在學術投入、人際投入、校園活動融入、校園支持環境與學校認同的校園經驗之差異為何？五、新生定向輔導方案實施之建議為何？
本研究採用量性與質性研究法，量性研究採「技職校院新生期望量表」及「技職校院新生校園經驗量表」進行施測，以北部某技術學院之五專護理科、四技護理系、及二技護理系新生為研究對象，共計發出問卷1066份，回收1040份，有效問卷924份，問卷回收率86.68％。並進行焦點團體訪談、及個別訪談，以深入探討新生期望與新生定向方案後之校園經驗。
研究結果如下：
一、入學期望方面
（一）不論學術投入、人際投入、校園活動融入、校園支持環境、學校認同各面向，四技新生的期望最高。
（二）不同入學方式新生的學校認同期望有顯著不同：申請入學新生最高，且皆高於推薦甄試新生、聯合登記分發新生。
（三）不同母親教育程度，新生的學術投入期望有顯著不同：國中程度母親新生最高，且皆高於高中職、大專以上母親新生。
（四）不同父親職業，新生的學校認同期望有顯著不同：第一類無技術人員父親職業新生最高，第三類技術性人員父親職業新生最低。
（五）不同母親職業，新生的學校認同期望有顯著不同：第一類無技術人員母親職業新生最高，第三類技術性人員母親職業新生最低。
（六）非校友新生的學校認同期望顯著高於校友新生。
（七）前三志願入學新生的學術投入期望和學校認同期望，皆高於非前三志願入學的新生。
（八）有校內工讀期望新生的人際投入期望和校園活動融入期望高於無校內工讀期望新生。
（九）有校外打工期望新生的校園活動融入期望高於無校外打工期望新生。
二、校園經驗方面
（一）不同學制，新生的校園經驗有顯著不同：在人際投入、校園支持環境、學校認同經驗，四技新生最高；在學術投入、人際投入經驗，五專新生最低；在校園活動融入、校園支持環境、學校認同經驗，二技新生最低。
（二）不同戶籍地，新生的校園經驗有顯著不同：南區新生的學術投入經驗高於北區、中區新生；北區新生的學校認同經驗高於東區新生。
（三）有校內工讀經驗，新生的學術投入經驗、人際投入經驗顯著高於無校內工讀經驗新生。
（四）有校外打工經驗，新生的校園活動融入經驗顯著高於無校外打工經驗新生。
（五）不同母親教育程度，新生的校園活動融入經驗有顯著不同：國中程度母親新生最高，且皆高於高中職、大專以上母親新生。
（六）前三志願，新生的學術投入經驗、人際投入經驗、校園活動融入經驗、學校認同經驗，皆高於非前三志願入學的新生。
（七）新生定向方案參與度，新生的校園經驗有顯著不同：學術投入經驗、人際投入經驗、校園活動融入經驗、校園支持環境經驗、學校認同經驗，極高組最高，略高組次高，中組略低、而參與度低組的校園經驗最低。
研究結果提供學校相關單位人員重視不同學制新生期望的了解，擬定切合新生所需之新生定向輔導方案，以協助新生能獲得更多面向的校園經驗，以協助對新階段校園生活的適應、學習與發展。

關鍵字

技職校院 ； 新生 ； 新生定向輔導 ； 入學期望 ； 校園經驗 ； 學術投入 ； 人際投入 ； 校園活動融入 ； 校園支持環境 ； 學校認同

並列摘要

This research aims at probing into the entrance school expectation and the experience of the campus of technological college new students. The research questions include
（1）What were the entrance school expectations in academic involvement , social involvement, campus activity engagement, campus supporting environment and school identification of the new students?
（2）What were the differences in the entrance school expectations in academic involvement , social involvement, campus activity engagement , campus supporting environment and school identification of different educational system, registered permanent residence, entrance wish, entrance school way, parents' education degree, parents' job, working inside school expectations, working outside school expectations?
（3）What were the campus experiences in academic involvement , social involvement, campus activity engagement, campus supporting environment and school identification of the new students?
（4）What were the differences in the campus experiences in academic involvement , social involvement, campus activity engagement, campus supporting environment and school identification of different educational system, registered permanent residence, entrance wish, entrance school way, parents' education degree, parents' job, working inside school experiences, working outside school experiences?
（5）What is the suggestion that the orientation program is implemented?
This research used quantitative and qualitative methods. By using the institute new student expectations questionnaire and the institute new student experiences questionnaire for instrument. The new students of the technological institute in north Taiwan are chosen as the objects of the study. This research sent out 1066 questionnaires, recover 1040, effective questionnaires were 924, the questionnaire recovery is 86.68%. Then, carry on focus group interview and specific interview in order to probe into new students’ entrance expectations and the campus experiences after new students' orientation programs.
The results of study are as following:
1. The entrance expectations aspect
(1) No matter the expectations of academic involvement, social involvement, campus activity engagement, campus supporting environment and school identification, the new students of 4-year technological program are the highest.
(2) The different entrance school way that school identification of new students expectations is significant different. The new students entering school by application are the highest than recommending and register and assign new students.
(3) The different mother’s level of education that academic involvement of new students expectations are significant different. The expectations of new students’ mothers of the junior high school education degree are the highest than new students’ mother of high school and junior college education degree.
(4) The different father’s jobs that school identification of new students expectations are significant different. The expectations of new students whose father are the first kind as non-technical staffs are the highest, and the third kind as technical professional fathers of new students are the lowest.
(5) The different mother’s jobs that school identification of new students expectations are significant different: The first kind of non-technical staffs mother of new students are the highest, and the third kind of technical professional mothers of new students of are the lowest.
(6) The school identification of new students’ expectations are significant higher that the new students are not alumnus than new students of the alumnus.
(7) The academic involvement and school identification of new students’ expectations of entering school in the three first wishes are significant higher than the new students entering school in non- three first wishes.
(8) The social involvement and campus activity engagement expectations of the new students that expect working inside the school are higher than the new students do not expect working inside the school.
(9) The campus activity engagement expectations of the new students that expect working outside the school are higher than the new students do not expect working outside the school.
2. The campus experiences aspect
(1) The different educational system of new students’ campus experiences are significant different. The social involvement, campus supporting environment, and school identification experiences of new students of the new students of 4-year technological program are the highest. The campus activity engagement, campus supporting environment, and school identification experiences of new students of the new students of 2-year technological program are the lowest.
(2) The different registered permanent residence of new students’ campus experiences are significant different. The academic involvement experiences of new students from south district are higher than new students from north district and center district. The school identification experiences of new students from north district are higher than new students from east district.
(3) The academic involvement and social involvement experiences of the new students that worked inside the school are higher than the new students had not worked inside the school.
(4) The campus activity engagement experiences of the new students that worked outside the school are higher than the new students had not worked outside the school.
(5) The different mother’s level of education that campus activity engagement experiences of new students are significant different. The experiences of new students whose mothers are the junior high school education degree are the highest than high school and junior college education degree of new students’ mother.
(6) The academic involvement, social involvement, campus activity engagement and school identification of new students’ experiences of entering school in the three first wishes are significant higher than the new students entering school in non- three first wishes.
(7) The different orientation program participate degree of new students’ campus experiences are significant different. The experiences of academic involvement, social involvement, campus activity engagement, campus supporting environment, and school identification of new students that the highest group of orientation program participate degree are the highest than other’s degree.
The result of study offers staffs of relevant units of the school to pay attention to understand the expectation of new students of different educational system. To design appropriate orientation program in order to help new students can have better campus experience that need to draft, in order to help the adaptation, learning and development of the new stage of the campus life.

並列關鍵字

institute ； new students ； orientation program ； entrance school expectation ； campus experience ； academic involvement ； social involvement ； campus activity engagement ； campus supporting environment ； school identification

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