國立臺灣師範大學公民教育與活動領導學系劉若蘭2014-12-022014-12-022008-12-011991-2455http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/42094本研究目的為探討大學生個人因素(性別、父母教育、家庭經濟、家庭關係)、校園經驗(校園滿意度、師生互動、同儕關係、主動學習、社團參與)與多元能力之關係，並分析學生個人因素、校園經驗對於多元能力之解釋力。研究對象為台灣高等教育資料庫於94學年度收集公私立大學大三學生之有效填答資料，男生6784人，女生8519人，共15303人。研究工具為大三學生問卷，抽取與本研究相關部分的資料進行分析，結果發現，除了家庭經濟與校園滿意、師生互動、主動學習的相關係數以及父親教育程度與師生互動未達顯著水準外，大學生的家庭經濟、家庭關係、校園滿意、社團參與、師生互動、同儕關係、主動學習與多元能力，均為顯著正相關。多元迴歸分析方面，十個自變項能夠解釋依變項「多元能力」15%的變異量，且所有預測變項均達顯著水準。其中同儕關係、社團參與、家庭經濟對於學生自評多元能力的解釋力較高。依據研究結果，提出未來在高等教育校園中促進大學生成功學習的建議，以提供大學教師及學生事務工作者規劃活動與方案之參考。The purpose of the study was to explore the relationship between the demographics characteristics, campus experiences and the multiple competences of junior college students in Taiwan. It would enrich the multiple perspectives of Taiwanese college student learning success theory, and present recommendations to college faculty and student affairs staff to improve their teaching and programming. The data of the study collected from the juniors' survey in Taiwan by NTHU Center for Higher Education on 2005, sample inc1uding 15303 junior college students (6784 male students, 8519 female students). Data analysis was using Pearson correlation analysis and multiple regression analysis. The results are as followings: the family economic status, family relationship, campus satisfaction, student c1ub participation, faculty-student interaction, peer relationship and active learning have significant positive correlation with the multiple competences. All independent variables are significant predictors to the multiple competences, prediction power is 15%. The student club participation, peer relationship and family economic status are the most important predictors. Finally, recommendations for helping college students learning successfully were presented.多元能力個人因素校園經驗Campus experiencesDemographics characteristicsMultiple competences