不同身分背景大學生校園經驗與學習成果滿意度之關係模式研究
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Date
2009-12-01
Authors
劉若蘭
楊昌裕
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Publisher
國立新竹教育大學
Abstract
本研究旨在比較不同身分背景大學生（一般生與原住民學生）校園經驗與學習成果滿意度之關係模式，資料蒐集以臺灣師範大學教育評鑑與研究發展中心建置「臺灣高等教育資料庫」，於2005年問卷調查大三學生結果爲對象，包括一般生14,074人，原住民學生267人。統計分析方式包括t-檢定與結構方程模式。結果發現：一般大學生的積極上課程度，顯著高於原住民學生，其他變項兩種身分學生均無顯著差異，至於學習成果滿意度關係模式之驗證，原住民學生模式適配度較佳，且所有直接效果均顯著，表示學術投入與人際投入，均能顯著影響不同身分大學生對於學習成果的滿意度。最後，本研究提出促進多元背景大學生成功學習的建議。
The purpose of this research study was to explore the relationship between campus experiences and the satisfaction for learning outcomes of junior college students with different backgrounds in Taiwan. The data of the study collected from the juniors' survey in Taiwan by Center for Education Evaluation and Research Development of National Taiwan Normal University on 2005, sample including14,074 general students and 267 aboriginal students. Data analysis was using t-test and structure equation analysis. The findings are: the academic involvement of general students is higher than that of aboriginal students and the fitness of models for aboriginal students is good and all the direct and indirect effects are significant. Finally, recommendations for helping student success with diverse backgrounds in higher education were presented.
The purpose of this research study was to explore the relationship between campus experiences and the satisfaction for learning outcomes of junior college students with different backgrounds in Taiwan. The data of the study collected from the juniors' survey in Taiwan by Center for Education Evaluation and Research Development of National Taiwan Normal University on 2005, sample including14,074 general students and 267 aboriginal students. Data analysis was using t-test and structure equation analysis. The findings are: the academic involvement of general students is higher than that of aboriginal students and the fitness of models for aboriginal students is good and all the direct and indirect effects are significant. Finally, recommendations for helping student success with diverse backgrounds in higher education were presented.