大學生人格類型、服務學習課程參與效能及生涯自我效能之相關研究--以靜宜大學為例

Abstract

服務學習對學生發展的正向影響在國內外已有諸多研究證實。然而，學生是獨特的個體，不同情境下學習狀況迥異，如進一步了解不同背景與類型的學生，參與服務學習在學習效能上的差異情形，以及與生涯自我效能之關係，將有利服務安排、課程設計與評鑑，並發揮服務學習課程的功能。本研究以問卷調查法進行研究旨在：1.瞭解不同背景變項大學生之人格類型、服務學習課程參與效能及生涯自我效能的情形。2.探討大學生的人格類型、服務學習課程參與效能及生涯自我效能之間的關係。3.根據研究發現提出建議，以供國內大專院校實施服務學習課程之參考。

本研究以「MBTI人格類型量表」、「生涯自我效能量表」，以及研究者參考國內外文獻自編之「服務學習課程參與效能量表」為研究工具。以靜宜大學九十四學年度第一學期，修讀「服務-學習」必修課程學生為研究對象，施測於五個學院13班，人數共498人。所得資料以描述統計、卡方檢定、獨立樣本t考驗、單因子變異數分析、皮爾遜積差相關、多元逐步迴歸等方法進行統計分析。茲將研究結果簡述如下： 一、大學生的「人格類型」在「性別」、「學院別」、「服務類別」、「服務學習課程興趣」、與「服務經驗」之分佈情形有所不同。 二、不同「人格類型」的大學生在「服務學習課程參與效能」及「生涯自我效能」上皆達顯著差異。 三、大學生之「服務學習課程參與效能」大致良好，以「人際溝通」效能最佳，其次依序是「社會關懷」、「問題解決」、「課程認同」及「自我效能」。 四、在「服務學習課程參與效能」方面，大學生的「性別」、「學院別」、「服務機構類別」、「服務與主修關連性」、「打工經驗」及「課業興趣」的不同會造成顯著差異。 五、「課業興趣」是預測大學生服務學習課程參與效能最主要的因素。 六、在「生涯自我效能」方面，大學生的「服務與主修關連性」及「課業興趣」的不同會造成顯著差異；而「性別」、「學院別」、「服務機構類別」、「打工經驗」的不同沒有顯著差異。 七、「服務學習課程參與效能」中的「問題解決」、「課程認同」向度能預測大學生的「生涯自我效能」。 八、「服務學習課程參與效能」與「生涯自我效能」之間有正向關係。 本研究最後依據研究發現與結論，提出對大學生、學校服務學習專責單位、學生事務相關單位、教育主管機關，以及後續研究數點建議以供參考。

The positive effect on student of service-learning has been widely proved by researches around the world. Nevertheless, every student is so special that the effect of study differs by individual. Trying to investigate the relationship among student background and character, study effect of service-learning, and student's career self-efficacy can be helpful for service arrangement, course design and evaluation, and elaboration of the effect of service-learning. The purpose of this study was: 1.To explore the relationship among personality, efficacy of service-learning curriculum, and career self-efficacy. 2. To study the college students with different background by their personality, efficacy of service-learning curriculum, and career self-efficacy. 3. To provide suggestions for colleges who will practice service-learning curriculum based on this study.

The research instruments used in this study included the “Personality Questionnaires”, the “Career Self-Efficacy Questionnaires”, and a “Efficacy of Service-Learning Curriculum Questionnaires” instrument developed by the researcher based on many foreign and domestic literatures. The samples were chosen among the students studying service-learning course in Providence University in the first semester in 2005(school year), totally 498 students from 13 classes in 5 institutes. The collected data were analyzed by descriptive statistics, one-way ANOVA, t-test, Pearson product-moment correlation, and multiple regression analysis. The main findings were as follow: 1. Personality of college student varies by gender, institute, service type, interest in service-learning course, and service experience. 2. Efficacy of service-learning curriculum and career self-efficacy were highly influenced by personality of college student. 3. Efficacy of service-learning curriculum of college student is good. It is composed of five elements including Interpersonal Communication, Social Concern, Problem Solving, Curriculum Identification, and Self-Efficacy, in order from the best one. 4. There were significant difference of efficacy of service-learning curriculum in variables including gender, institute, service type, part-time experience, interest in course, and relevance of service and major. 5. Student’s interest in course is the primary factor to predict the Efficacy of service-learning curriculum of college student. 6. There were significant difference of career self-efficacy in variables including interest in course and relevance of service and major. But no difference of career self-efficacy was found in variables including gender, institute, service type, part-time experience. 7. Career self-efficacy can be predicted by two indicators in Efficacy of service-learning curriculum: problem solving and course identification. 8. Career self-efficacy is correlated with Efficacy of service-learning curriculum. Based on the findings above, this study provided some recommendations for college students, student affairs, education authorities, and further studies in service-learning field.