大學生參與社團之個人因素、社團滿意度與課外學習核心能力之關係研究─以大同大學為例
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2013
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本研究旨在探討大學生課外學習核心能力之相關因素，其中個人因素變項包括性別、社團參與屬性、社團參與年資、社團擔任職務、平均每週參與社團時數；社團滿意度包括社員關係、工作挑戰、組織經營、學校行政；課外學習核心能力包括問題解決能力、思維創新能力、關懷回饋能力、團隊合作能力、反思探索能力。
研究方法為問卷調查法，編製「大學生參與社團之滿意度與課外學習核心能力調查問卷」為研究工具，以大同大學參與社團學生289名為研究對象。統計方法包括描述統計、獨立樣本t考驗、單因子變異數分析、斯皮爾曼相關分析及多元迴歸分析法，
研究結果歸納如下：
一、不同社團參與屬性、社團參與年資、每週參與社團時數的大學生在社團滿意度有部份顯著差異。
二、不同社團參與屬性、社團擔任職務、每週參與社團時數的大學生在課外學習核心能力發展有部份顯著差異。
三、大學生社團滿意度的影響因素方面：社員關係面向，社團屬性為顯著的預測因素；工作挑戰面向，每週參與社團時數為顯著的預測因素；組織經營面向，無顯著的預測因素；學校行政面向，社團屬性為顯著的預測因素；整體社團滿意度方面，無顯著的預測因素。所有變項對於各能力的解釋力介3.5％至7％之間。
四、大學生課外學習核心能力的影響因素方面：問題解決能力面向，社團職務、每週參與社團時數、社員關係、工作挑戰、組織經營為顯著的預測因素；思維創新能力面向，社團屬性、每週參與社團時數、社員關係、工作挑戰、組織經營為顯著的預測因素；關懷回饋能力面向，性別、社團屬性、每週參與社團時數、社員關係、工作挑戰、組織經營為顯著的預測因素；團隊合作能力面向，性別、社團屬性、每週參與社團時數、社員關係、工作挑戰為顯著的預測因素；反思探索能力面向，社員關係、工作挑戰為顯著的預測因素；整體課外學習核心能力方面，性別、社團屬性、每週參與社團時數、社員關係、工作挑戰、組織經營為顯著的預測因素，所有變項對於各能力的解釋力介47.6％至50.7％之間。
本研究根據研究結果，對學校單位的建議包括：(一) 重視學生參與社團的
學習經驗；(二) 促進行政單位資源整合。對社團輔導單位及社團幹部的建議包括：（一）社團經營首重營造和諧的社員互動關係；（二）提升社團工作的學習與挑戰；（三）建立完善的社團組織與經營制度。此外，在後續研究上，針對研究對象、研究工具、研究變項提出建議。
The purpose of this study was to explore the influential factors on the extracurricular learning core competencies of college students. The personal factors include gender, club nature, years of participation, position and weekly hours of the participation. The club satisfaction includes member relationships, work challenges, organizational management, and administrative resources. The extracurricular learning core competencies include problem-solving, innovation, social concern and feedback, cooperation, and reflection. The subjects of this study were students of Tatung University who participating in clubs, data was collected by “The questionnaire of the club satisfaction and extracurricular learning core competencies of college students' participation in clubs” and analysed by t-test, ANOVA and multiple aggression analysis. The findings are as follows: 1. There are some significant differences for the club satisfaction among different club nature, years of participation and weekly hours of the participation. 2. There are some significant differences for the extracurricular learning core competencies among different club nature, position and weekly hours of the participation. 3. The explanatory power of influencial factors on the club satisfaction are as follows: The club nature of this study has predictive power on member relationships. The weekly hours of the participation of this study has predictive power on work challenges. There are no significant predictive variables on rganizational management. The club nature of this study has predictive power on administrative resources. There are no significant predictive variables on the whole club satisfaction. R2 is from 3.5％ to 7％. 4. The explanatory power of influencial factors on the extracurricular learning core competencies are as follows: The club position, weekly hours of the participation, member relationships, work challenges, and organizational management of this study have predictive power on problem-solving. The club nature, weekly hours of the participation, member relationships, work challenges, and organizational management of this study have predictive power on innovation.The gender, club nature, weekly hours of paricipation, member relationships, work challenges, and organizational management of this study have predictive power on social concern and feedback. The gender, club nature, weekly hours of participation, member relationships, and work challenges of this study have predictive power on cooperation. The member relationships, and work challenges of this study have predictive power on reflection. The gender, club nature, weekly hours of the participation, member relationships, work challenges, and organizational management of this study have predictive power on the whole extracurricular learning core competencies. R2 is from 47.6％ to 50.7％. Based on the conclusion, recommendations for education institution, student activities office, and club cadre members are as follws: Suggestions for education institution include: a. Attaching importance to the learning experiences of club participation for students. b. Promoting resauces integration from different administrative units. Suggestions for the student activities office and club cadre members include: a. Building harmonious interactions among members. b. Promoting work challenge. 3. Establish effective management system. Finally, suggestions for future research are presented.
The purpose of this study was to explore the influential factors on the extracurricular learning core competencies of college students. The personal factors include gender, club nature, years of participation, position and weekly hours of the participation. The club satisfaction includes member relationships, work challenges, organizational management, and administrative resources. The extracurricular learning core competencies include problem-solving, innovation, social concern and feedback, cooperation, and reflection. The subjects of this study were students of Tatung University who participating in clubs, data was collected by “The questionnaire of the club satisfaction and extracurricular learning core competencies of college students' participation in clubs” and analysed by t-test, ANOVA and multiple aggression analysis. The findings are as follows: 1. There are some significant differences for the club satisfaction among different club nature, years of participation and weekly hours of the participation. 2. There are some significant differences for the extracurricular learning core competencies among different club nature, position and weekly hours of the participation. 3. The explanatory power of influencial factors on the club satisfaction are as follows: The club nature of this study has predictive power on member relationships. The weekly hours of the participation of this study has predictive power on work challenges. There are no significant predictive variables on rganizational management. The club nature of this study has predictive power on administrative resources. There are no significant predictive variables on the whole club satisfaction. R2 is from 3.5％ to 7％. 4. The explanatory power of influencial factors on the extracurricular learning core competencies are as follows: The club position, weekly hours of the participation, member relationships, work challenges, and organizational management of this study have predictive power on problem-solving. The club nature, weekly hours of the participation, member relationships, work challenges, and organizational management of this study have predictive power on innovation.The gender, club nature, weekly hours of paricipation, member relationships, work challenges, and organizational management of this study have predictive power on social concern and feedback. The gender, club nature, weekly hours of participation, member relationships, and work challenges of this study have predictive power on cooperation. The member relationships, and work challenges of this study have predictive power on reflection. The gender, club nature, weekly hours of the participation, member relationships, work challenges, and organizational management of this study have predictive power on the whole extracurricular learning core competencies. R2 is from 47.6％ to 50.7％. Based on the conclusion, recommendations for education institution, student activities office, and club cadre members are as follws: Suggestions for education institution include: a. Attaching importance to the learning experiences of club participation for students. b. Promoting resauces integration from different administrative units. Suggestions for the student activities office and club cadre members include: a. Building harmonious interactions among members. b. Promoting work challenge. 3. Establish effective management system. Finally, suggestions for future research are presented.
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Keywords
大學生, 社團滿意度, 課外學習核心能力, college students, club satisfaction, extracurricular learning core competencies