大學新生個人因素、校園經驗與能力發展之研究

Abstract

本研究旨在探討大學新生個人背景因素、校園經驗與能力發展之關係。其中個人背景因素包括性別、學校別、學院別、住宿情形、工作經驗、父母親教育程度、父母親職業等；校園經驗包括人際投入、學術投入、課外活動經驗等；能力發展包括創新與學習能力、多元文化能力、自我了解與人際能力、語言與領導能力等。 研究方法為問卷調查法，以分層取樣方式選取10所大學校院一年級新生為研究對象，運用「大學新生校園經驗與能力發展調查問卷」進行調查，共回收有效問卷1068份。統計方法包括t檢定、單因子變異數分析、皮爾遜積差相關分析與多元迴歸分析。研究結果歸納如下： 一、不同學校類型、學院、住宿情形、工作經驗、父母親教育程度的大學新生在校園經驗有顯著差異。 二、不同性別、學校類型、學院、工作經驗的大學新生在能力發展的改變有顯著差異。 三、校園經驗中，人際投入方面，學校類型、學院、住宿情形為顯著的預測因素，解釋力達7%；學術投入方面，學校類型、學院、工作經驗、父親教育程度為顯著的預測因素，解釋力達9%；課外活動經驗方面，學院、住宿情形為顯著的預測因素，解釋力達8%。 四、能力發展的改變，在創新與學習能力方面，性別、人際投入、學術投入、課外活動經驗為顯著的預測因素，解釋力達26%；多元文化能力方面，學院、父親教育程度、人際投入、學術投入、課外活動經驗為顯著的預測因素，解釋力達20%；自我了解與人際能力方面，性別、人際投入、課外活動經驗為顯著的預測因素，解釋力達28%；語言與領導能力方面，性別、學校類型、學院、人際投入、學術投入、課外活動經驗為顯著的預測因素，解釋力達24%。

本研究依據以上結論，對大學校院建議包括：(一) 加強住宿學生學習方案，促進學生校園經驗發展；(二) 提供學生校內外工讀機會，增加學習能力發展；(三) 針對學院特色與發展，結合學務單位建構學生能力指標；(四) 建立師生互動輔導方案，增加師生關係與學生人際發展(五) 發展師生雙向評量機制，增加學生學習投入與學習成效(六) 鼓勵學生參與課外活動意願，促進學生多元發展。 對大學新生的建議包括：(一) 運用參與工讀機會，增加學習經驗；(二) 積極參與校園活動，提升個人能力發展。

The purpose of this study was to investigate the relationship between factors of personal backgrounds, campus experiences and capacity development for freshmen of colleges. The personal backgrounds include sex, disciplines, situations in the dormitory, working experiences and educations of their parents. The campus experiences include interpersonal involvements, academic involvements, and attendance of extracurricular activities. Capacity development for freshmen in this study consist of their capacity for creating, learning, fitting into multicultural scenes, self-understandings, building interpersonal relationships, leading and learning languages. The study used questionnaires to investigate freshmen of 10 Taiwanese institutions chosen by stratified clustered sampling method, and the valid data was 1068. Descriptive statistics, t test, one-way ANOVA, Pearson product-moment correlation, multiple regression analysis and hierarchical regression were conducted to analyze the data. Findings are as following: 1. There are significant differences in campus experience among freshmen with different schools, disciplines, situations of student residences, working experiences, educations of their parent, and the occupations of their fathers. 2. There are significant differences in change of capacity development among freshmen with different sexes, schools, disciplines and working experience. 3. In campus experiences aspect: schools, disciplines, and situations in the dormitory are the significant predictive indexes for interpersonal involvements, R2 is7 %. Schools, disciplines, working experiences, and education levels of their fathers are the significant predictive indexes for academic involvements, R2 is 9%. Disciplines, situations in the dormitory and working experiences are the major predictive indexes for the attendance of extracurricular activities, R2 is 8%. 4. In Changes of capacity development aspect: sex, interpersonal involvements, academic involvements and attendance of extracurricular activities are the major predictive factors for capacity for creating and learning, R2 is 26%. Disciplines, educations of their fathers, interpersonal involvements, academic involvements and the attendance of extracurricular activities are the major predictive factors for capacity for fitting into multicultural scenes, R2 is 20%. Sex, interpersonal involvements, and the attendance of extracurricular activities are the major predictive factors for capacity for possessing self-understandings and building interpersonal relations, R2 is 28%. Sex, schools, disciplines, interpersonal involvements, academic involvements, and the attendance of extracurricular activities are the major predictive factors for capacity for leading and learning languages, R2 is 24%. Based on the conclusion, the following are the suggestions for higher education institutions and students: Suggestions for education institutions include: 1.Improving dormitory programs to enhance students learning and to enrich their campus experiences. 2. Providing part-time job opportunities for students to improve their capacity for learning. 3. Designing courses with college charactors and developing capacities indexes for students. 4. Making different learning and consulting plans for students with different sexes to improve their general capacity. Suggestions for students include: 1. Encouraging students to have work experiences to enhance their capacities. 2. Participating campus activities actively to improve their general capacity.