東吳大學學生宿舍同儕輔導制度實施成效之研究

Abstract

東吳大學學生宿舍同儕輔導制度實施成效之研究

摘 要 本研究旨在瞭解東吳大學學生宿舍同儕輔導制度實施成效，研究問題包括：學生宿舍實施同儕輔導制度，（一）在宿舍教育輔導活動方案層面的實施成效為何？（二）在宿舍社會風氣層面的實施成效為何？（三）在住宿生心理社會發展層面的實施成效為何？（四）在宿舍教育輔導活動方案及宿舍社會風氣層面上，哪些因素最能夠解釋住宿生的心理社會發展情形？為什麼？（五）對同儕帶領者助人能力發展方面的影響成效為何？（六）對同儕帶領者在參與與認同發展方面的影響成效為何？（七）對同儕帶領者在心理社會發展方面的影響成效為何？（八）在助人能力發展及參與與認同發展層面上，哪些因素最能夠解釋同儕帶領者的心理社會發展情形？為什麼？最後，提出對國內其他大學實施宿舍同儕輔導的具體建議，以提供國內學生宿舍規劃相關制度之參考。 為達研究目的，本研究以東吳大學92學年度住宿於外雙溪校區四棟學生宿舍之全體大一住宿生836人及擔任伏石蕨全體同儕帶領者61人為研究母群體，參考國內外重要理論、量表，經信、效度建立過程，分別編定「東吳大學學生宿舍同儕輔導制度實施成效調查表」及「東吳大學學生宿舍伏石蕨同儕帶領者自我評量表」進行量化資料的蒐集，並將蒐集的量化資料以描述統計方法處理，以瞭解東吳大學學生宿舍實施同儕輔導制度的具體成效。由於本研究屬於初探性研究，故進一步利用多元逐步迴歸方法探討同儕輔導制度中「宿舍教育輔導活動方案」及「宿舍社會風氣」中，哪些因素最能解釋住宿生的心理社會發展；及同儕輔導制度中「助人能力的發展」與「參與與認同發展」中，哪些因素最能解釋同儕帶領者的心理社會發展。同時為補充量化資料之不足，分別選取在「心理社會發展分量表」中得分高、中階段之住宿生與同儕帶領者，透過兩個質性焦點團體去瞭解這些因素影響他（她）們心理社會發展的原因。 本研究發現如下： 一、 東吳大學學生宿舍實施同儕輔導制度，在宿舍教育輔導活動方案層面具正向成效。其中以宿舍「管理與運作維護」成效最佳，其次依序是宿舍「聯誼與關懷活動」、「開學迎新活動」及「各類學習活動」。 二、 東吳大學學生宿舍實施同儕輔導制度，在宿舍社會風氣層面具正向成效。其中以「人際互動與情感支持」風氣成效最佳，其次依序是「和諧性與包容性」風氣、「組織秩序與學生自治」風氣及「學業與知識學習」風氣。 三、 東吳大學學生宿舍實施同儕輔導制度，在住宿生心理社會發展層面具正向成效。其中以住宿生「成熟人際關係的發展」成效最佳，其次依序是「獨立性的發展」、「情緒管理的發展」及「能力感的發展」。 四、 「宿舍教育輔導活動方案」、「宿舍社會風氣」與「住宿生心理社會發展」三者間，呈顯著正相關。其中宿舍教育輔導活動方案中之「開學迎新活動方案」能分別解釋住宿生「能力感的發展」34％的變異量與「情緒管理的發展」33％的變異量；而「宿舍管理與運作維護方案」能分別解釋住宿生「獨立性的發展」35％的變異量與「成熟人際關係的發展」30％的變異量。另外宿舍社會風氣中之「人際互動與情感支持」最能分別解釋住宿生「能力感的發展」33％的變異量與「成熟人際關係的發展」33％的變異量；而「組織秩序與學生自治」則能分別解釋住宿生「獨立性的發展」35％的變異量與「情緒管理的發展」26％的變異量。 五、 東吳大學學生宿舍實施同儕輔導制度，同儕帶領者在接受同儕訓練及實際參與服務後，在「助人能力發展」方面具正向成效。其中以「增進助人知能與意願部分」成效最佳，其次是「自我能力的增進」。 六、 東吳大學學生宿舍實施同儕輔導制度，同儕帶領者在接受同儕訓練及實際參與服務後，在「參與與認同發展」方面具正向成效。 七、 東吳大學學生宿舍實施同儕輔導制度，同儕帶領者在接受同儕訓練及實際參與服務後，在「心理社會發展」層面具正向成效。其中以「成熟人際關係的發展」成效最佳，其次依序是「自我認同的發展」、「獨立性的發展」、「情緒管理的發展」、「能力感的發展」及「目標志向的發展」。 八、 同儕帶領者「助人能力的發展」、「參與與認同的發展」與「心理社會發展」三者間，呈顯著正相關。其中「助人能力的發展」能分別解釋同儕帶領者「能力感的發展」50％的變異量、「情緒管理的發展」39％的變異量、「獨立性的發展」35％的變異量及「成熟人際關係的發展」15％的變異量。「參與與認同的發展」則分別能解釋同儕帶領者「自我認同的發展」29％的變異量與「目標志向建立的發展」35％的變異量。 本研究根據上述結果與發現，針對教育行政機關、大學學校政策，及大學學生宿舍輔導人員提出實施同儕輔導制度之具體建議，也對進一步研究上提出建議。

關鍵字：東吳大學住宿生、同儕輔導、東吳大學伏石蕨工讀服務組織、東吳大學伏石蕨同儕帶領員、東吳大學伏石蕨同儕服務制度、宿舍教育輔導活動方案、宿舍社會風氣、大學生心理社會發展、助人能力、參與與認同。The Effectiveness of the Peer-tutoring Program in the Student Residence Halls in Soochow University Shu-Fang Wang Abstract The purpose of the research was to explore the effectiveness of peer-tutoring program in the student residence halls in Soochow University. The research questions included: 1. What is the effectiveness of peer-tutoring program on residential education program? 2. What is the effectiveness of peer-tutoring program on residential social climate ? 3. What is the effectiveness of peer-tutoring program on residents’ psychosocial development ? 4. Which independent variables, “Residential education program” and “Residential social climate”, explain the greatest amount of unique variance in the psychosocial development of residents ? And why ? 5. What is the effectiveness of peer-tutoring program on peer tutors’ helping skills ? 6. What is the effectiveness of peer-tutoring program on peer tutors’ involvement& identity to the campus ? 7. What is the effectiveness of peer-tutoring program on peer tutors’ psychosocial development ? 8. Which independent variables , “Developing helping skills” and “Developing involvement & identity to the campus ” , explain the greatest amount of unique variance in the psychosocial development of residential peer tutors ? And why ? Data were collected through self-developed questionnaires of “The Evaluation of the Effectiveness of the Resident Peer-tutoring Program” and “The Evaluation of the Peer Tutors”. Face, content validity were established by a field test, and a panel of experts. Reliability was also established by a pilot study and formal study. The sample came from 836 freshmen and 61 residential peer tutors in Soochow University who lived in four different residence halls in Waishuanghsi Campus in 2003-2004. Since the sample was the target population , descriptive statistics were used to analyze the data. In addition, because the study is the first exploration of the influence of residential peer–tutoring program in Taiwan, two stepwise-multiple-regression-analysis were used to identify which independent variables can explaine the greatest amount of unique variance in psychosocial development for both residents and residential peer tutors. In order to understand the reasons of the results of stepwise-multiple-regression-analysis, two qualitative focus-group with residents and residential peer tutors were also conducted. The findings of the research are: 1. The residential peer-tutoring program in Shoochow University has a positive effect on the residential education program. “Residential Management ＆ Operation Program” shows the best effectiveness. “Residential Interpersonal Concern Program”, “Freshmen Orientation Program”, and “Other Learning Program” are the following. 2. The residential peer-tutoring program in Shoochow University provides a beneficial impact on residential social climate. “Interaction ＆ Emotional Support” has the best effectiveness. “Harmony ＆ Tolerance”, “Organizational Order ＆ Student Self-governing” and “Academic ＆ Knowledge Learning” are the following. 3. The residential peer-tutoring program in Shoochow University provides a positive effect on the residents’ psychosocial development. “Developing Mature Interpersonal Relationship ” shows the best effectiveness. “Developing Autonomy ”, “Developing Emotional Management” and “Developing Competence” are the following. 4. There are positive correlations among “Residential Education Program”, “Residential Social Climate”, and “Residents’ Psychosocial Development”. In the residential education program, “Freshman Orientation Program” can explain 34% of the variance in residents’ “Developing Competence” and 33% of that in “Developing Emotional Management”; “ Residential Management ＆ Operation Program” can explain 35% of the variance in residents’ “Developing Autonomy” and 30% of that in “Developing Mature Interpersonal Relationship”. In the residential social climate, “Interaction ＆ Emotional Support” can explain 33% of the variance in residents’ “Developing Competence” and 33% of that in “Developing Emotional Management”; “Organizational Order ＆ Student Self-governing” can explain 35% of the variance in residents’ “Developing Autonomy” and 26%“of that in Developing Mature Interpersonal Relationship” 5. After receiving peer-training and having direct experience in serving residents, peer tutors exhibit positive effectiveness in developing peer tutors’ helping skills. “The Willingness to help others” is the best, and “The improvement of self-competency” is the second. 6. After receiving peer-training and having direct experience in serving residents, peer tutors show positive effectiveness in developing “Developing Involvement ＆ Identity to Campus ”. 7. After receiving peer-training and having direct experience in serving residents, peer tutors’ “Psychosocial Development” is positively developed. “Developing Mature Interpersonal Relationship” is the best, “Developing Self-identity”, “Developing Autonomy”, “Developing Emotional Management”,“Developing Competence” and “Developing Purpose” are the following . 8. There are positive correlations among “Developing Helping Skills”, “Developing Involvement& Identity to Campus” and “Peer tutors’ Psychosocial Development ”. “Developing Helping Skills” can explain 50% of the variance in peer tutors’ “Developing Competency”, 39% of that in “Developing Emotional Management” , 35% in “Developing Autonomy” and 15% in “Developing Mature Interpersonal Relationship”. “Developing Involvement ＆ Identity to Compus” can explain 29% of the variance in peer tutors’ “Developing Self-identity” and 35% in “Development Purpose”. Based on the findings, recommendations for the practice of peer-tutoring program and the further research are presented.

Key words: the residents in shoochow university ; the peer tutoring program; residential education program ; social climate ; psychosocial development ; helping skill; involvement and identity to the campus.