大學生參與社會實踐對於復原力之影響研究

Abstract

本研究旨在瞭解大學生參與社會實踐之動機，探討瞭解社會實踐歷程如何提升復原力，及對於當前面對困境的應用。研究方法以量化為主，質性為輔。量化研究運用問卷調查法，以國立臺灣大學系統為研究對象，抽樣方法為分層等量抽樣法（Stratified sampling with equal allocation），發放自編社會實踐量表及復原力量表，有效問卷為220份，回收率達73％；質性研究則是從量化研究參與者中，立意取樣（Purposeful sampling）四位受訪者，考量不同個人背景變項來篩選受訪者進行訪談，運用半結構式訪談法，以4F提問法（事實、感受、發現、未來）擬定訪綱。本研究結論為：一、大學生實際參與社會實踐的調查階段，較有助於提升多元文化能力；二、內在動機較高者，參與社會實踐對提升公民參與與責任、多元文化能力較有幫助；三、社會實踐歷程與成果不一定能反應在自身系所專業；四、不同學科背景與參與社會實踐的形式，雖會造成學習成效上的差異，但在復原力的表現上幾乎無顯著差異，甚至在情緒調節與正向面向上，出現負向影響；五、社會實踐準備階段的投入程度愈高，使大學生在個人發展學習成效較好，連帶提升復原力。根據研究結果，建議社會實踐課程或方案主責單位重視大學生參與社會實踐之調查工作，提升學生參與社會實踐的內在動機，以及吸引大學生投入社會實踐活動，以促進其復原力發展。同時，大學生宜將將學術知識落實於行動中，並學習調查與理解不同利害關係人的需求，以提升整體學習成效與復原力。This study aims to explore the motivations behind university students’ participation in social practice, investigate how engagement in such activities enhances resilience, and examine its practical applications when facing adversity.A mixed-methods approach was adopted, with quantitative research as the primary method and qualitative research as a supplementary component. The quantitative study used stratified sampling with equal allocation to survey students from National Taiwan University System (NTU System). A total of 220 valid responses were collected using a self-compiled Social Practice Scale and a Resilience Scale, with a response rate of 73%. For the qualitative study, interviewees were selected from the survey respondents based on diverse demographic backgrounds. Semi-structured interviews were conducted using the 4F framework (Facts, Feelings, Findings, and Future) to develop the interview guide.The results revealed the following:1.The investigation phase of university students' participation in social practice is more effective in enhancing multicultural competence; 2.Students with higher intrinsic motivation benefit more from social practice in terms of improving civic engagement, responsibility, and multicultural competence; 3.The process and outcomes of social practice do not necessarily reflect or align with students’ academic disciplines; 4.Although differences in academic backgrounds and forms of participation in social practice may lead to variations in learning outcomes, they show little to no significant differences in resilience. In fact, there are even negative impacts observed in aspects of emotional regulation and positivity;5.Greater involvement in the preparation stage of social practice leads to better personal development learning outcomes and, in turn, enhances resilience.Based on these findings, it is recommended that the main organizers of social practice courses or programs place greater emphasis on investigating university students' participation in social practice, enhancing students' intrinsic motivation to participate, and attracting first-year students to engage in such activities to foster the development of their resilience. Moreover, students should be guided to apply academic knowledge to real-world actions and develop the ability to investigate and understand the needs of diverse stakeholders, thereby enhancing their learning outcomes and resilience.