林佳範Lin, Chia-Fan李立旻Lee, Li-Min2019-08-282018-08-102019-08-282018http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G080307006E%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/88292本研究旨在探討北區大學校院學生公共參與經驗與學生權利意識之關係，採用混合研究設計，量化部分採用問卷調查法，並以「高等教育學生權利意識問卷」為研究工具，有效施測樣本為788人，分別以描述性統計、單因子變異數分析、階層迴歸分析之統計方法進行量化分析;此外並針對量化研究結果，進行質化焦點座談訪談，以探究影響學生權利意識的深層因素。本研究發現茲分述如下: 一、北區大學院校大學生整體公共參與狀況以「校內學生社團」人數比例為最多，其次依序為「學生自治組織」、「校內議題主張」、「校外議題主張」、「校外社會組織」；大學生學生權利意識總平均為2.71分（滿分4分），顯示大學生之學生權利意識有提升之空間，就各面向而言，表現由高至低依序為「人際面向」、「個人面向」、「社會政治」面向。 二、大學生公共參與程度受性別、年級、學校類型、雙親教育程度、主修領域、修課經驗影響；而學生權利意識則因性別、年級、學校類型、主修領域、修課經驗、校園民主環境實際影響。 三、不同公共參與經驗對學生權利意識有顯著差異；以「學生自治組織」、「校內議題主張」兩個參與經驗影響最為顯著。 四、個人背景變項與學習經驗對學生權利意識的 R2 係數為.051，預測整體學生權利意識的解釋力為 5.1%；不同公共參與經驗對學生權利意識不高，其 R2 係數為.503，預測整體學生權利意識的解釋力良好，R2 係數為50.3%。 整體而言，學生公共參與經驗對於學生權利意識發展有正向影響，最後本研究針對大學生、學校行政單位、教育主管機關，以及未來研究等四方面提出具體建議。This study aims to explore the relationship between students’ public engagement and their awareness of student rights through a mixed-method research design. The quantitative study was conducted by using the Questionnaire for Awareness of Student Rights in College Students. A total of 788 valid samples were collected. The data were analyzed by statistical methods including descriptive statistics, one-way ANOVA, and hierarchical regression. For the qualitative study, interviews were conducted based on the quantitative results in order to probe into the underlying factors in relation to the awareness of student rights. The key findings are outlined below: 1. In terms of public engagement, students who were involved in on-campus student organizations scored the highest. Those involved in student-governed organizations, those who advocated for campus issues, those who advocated for off-campus issues and those involved in off-campus organizations have the next highest scores respectively. The overall average for the Awareness of Student Rights in College Students is 2.71 (out of a total score of 4), implicating that there is still room for improvement. With repsect to each aspect, results of the interpersonal aspect, personal aspect, and social political aspect showed scores from high to low respectively. 2. The factors that impact public engagement of college students include gender, grade level, types of school, educational level of parents, major as well as courses taken. The factors that influence the awareness of student rights, include gender, grade level, types of school, major, courses taken, and actual experiences with campus democracy. 3. Significant differences of the factors are shown in the relationship between public engagement and the awareness of student rights. Factors that have the most significant impact include the “experiences in on-campus student organizations” and “advocating for campus issues.” 4. In relation to the awareness of student rights, the factor of “personal background and learning experiences” scored an R2 coefficient of .051, which yields the explanatory power of hierarchical regression (for predicting the awareness of student rights) as 5.1%. The factor of “public engagement” scored an R2 coefficient of .503, which yields little explanatory power for the awareness of student rights. However, the factor of “public engagement” yields a high explanatory power of hierarchical regression (for predicting the overall awareness of student rights) as 50.3%. Generally speaking, public engagement has a positive relationship with the development in the awareness of student rights. Based on the findings in this research, specific suggestions are provided for college students, school administration, education authorities, and future studies.公共參與經驗學生權利意識大學生public engagementawareness of student rightscollege students