第一代與非第一代大學生個人因素、校園經驗與學習成果模式研究

Abstract

本研究旨在探討第一代與非第一代大學生個人因素、校園經驗與學習成果差異及各變項之關係模式。研究樣本為「台灣高等教育資料庫」92學年度大一學生與94學年度大三學生的追蹤資料，共9,752人，其中第一代大學生為5,748人，非第一代大學生為4,004人。統計分析方法包括t檢定與結構方程模式。 研究結果發現： 一、第一代大學生的家庭社經地位、家庭年收入、入學成績、社團參與、目標發展、人際關係、課業學習以及領導與溝通能力，顯著低於非第一代大學生。 二、第一代與非第一代大學生學習成果模式皆具有良好的適配度，第一代大學生模式之直接效果與間接效果皆達顯著水準，而非第一代大學生除了個人因素對校園經驗的直接效果不顯著之外，其餘皆達顯著。 三、第一代與非第一代大學生模式影響效果的比較，第一代大學生個人因素對於學習成果的直接效果顯著高於非第一代大學生。 本研究歸納結果作成結論，並提出對高等教育增進第一代與非第一代大學生學習成果及進一步研究之建議。The purpose of this study was to compare the differences of individual factor, campus experience, and learning outcomes between the first-generation college (FGC) students and the non-first-generation college (NFGC) students and to explore the relation model. Targets of the study are survey data from the “higher education database” built by the NTNU Education Research and Assessment Center, specifically data collected in School Year 2003 on freshmen and data from tracking the junior year (School Year 2005) including 5748 FGC and 4004 NFGC. Statistical analysis is done using t-test, and structural equation modeling (SEM). The findings are as follows: 1.The social economic status, family income, entrance exam score, student club participation, developing purpose, interrelationships, academic performance, leadership and communication ability of the first-generation college (FGC) students’ are significantly lower than those of the non-first-generation college (NFGC) students. 2.All the direct effects and indirect effects of first-generation college (FGC) student model are significant. And all the direct effects of non-first-generation college (NFGC) student model are significant except the impact of individual factor on campus experience. 3.The direct effects of individual factor on learning outcomes in the FGC student model are significantly higher than that in the NFGC student model. Finally, recommendations for enhancing learning outcomes for college students and for future research are presented.