大學生之校園參與經驗、原創畢業歌曲閱聽經驗與學校認同感之研究

Abstract

本研究旨在探討大學生之校園參與經驗、原創畢業歌曲閱聽經驗與學校認同感，並提出未來在進行原創畢業歌曲創作及宣傳推廣方案的建議，提供學校師生參考。研究方法以質性為主，量化為輔。質性研究運用半結構式訪談法，透過與校園參與經驗、原創畢業歌曲閱聽經驗與學校認同感有關之研究內容設計問題，編制訪談大綱，研究參與者透過立意取樣以及滾雪球抽樣方法，邀請13位來自國立臺灣師範大學以及銘傳大學109學年度應屆畢業生（2021年6月畢業）進行訪談。量化研究運用問卷調查法，針對質性訪談發現的共同脈絡，以學生發展理論、閱聽相關理論等為基礎編制問卷。個人背景變項包括生理性別、學校、校區、以及校園參與經驗（包含學校環境、師生互動、同儕關係）；原創畢業歌曲閱聽經驗包括閱聽認知與閱聽行為；學校認同感包括認同觀念、認同行為等面向。本研究結果發現： 一、質性訪談中研究參與者的生理性別對閱聽經驗以及學校認同感無差異，惟量化調查發現男性閱聽行為高於女性。 二、不同學校對於原創畢業歌曲閱聽經驗有差異，而在歌詞感受性與校園經驗連結亦有不同想法，此外對於校園認同感亦有差異。 三、由於原創畢業歌曲歌詞涵蓋不同校區校園經驗，故不同校區未必影響閱聽經驗，惟量化調查發現國立臺灣師範大學不同校區的閱聽經驗有差異。學校認同感則因不同校風、學習環境及學習資源挹注讓學生感受不同，導致兩校大學生有不同反應。 四、校園環境形塑學校文化及特色，並且影響學生校園參與經驗。校園環境投入程度高的大學生，其原創畢業歌曲閱聽經驗以及校園認同感，皆顯著高於投入程度低的大學生。 五、師生互動模式影響大學生的校園參與經驗，師生互動投入程度高的大學生，其原創畢業歌曲閱聽經驗以及校園認同感，皆顯著高於投入程度低的大學生。 六、同儕關係互動情況影響大學生的校園參與經驗，師生互動投入程度高的大學生，其原創畢業歌曲閱聽經驗以及校園認同感，皆顯著高於投入程度低的大學生。 七、質性訪談發現一首好的原創畢業歌曲能夠增進大學生對學校的認同感，惟量化調查發現部分變項僅達到低度正相關。 基於上述發現，本研究建議學生事務人員，可透過原創畢業歌曲多元形式促進畢業生的情感連結與校園歸屬感，鼓勵並提供大學生製作原創畢業歌曲的行政支援與經驗協助。此外，重視大學生校園參與經驗，有助於增強對學校的認同感，並改善不同校區大學生的校園參與經驗，增加凝聚力。亦建議大學生創作原創畢業歌曲需結合學校當前的特色與校園文化氛圍，並積極投入校園參與經驗，增進校園環境對學習發展的影響。The purpose of this research is to explore college students' participation in campus, the experience about graduation songs and school identity, and to propose suggestions for the creation and promotion of graduation songs in the future to provide reference for school teachers and students. The research method is mainly qualitative, supplemented by quantitative. Qualitative research uses semi-structured interview method to design questions through research content related to campus participation experience, experience about graduation song and school identity, and prepare interview outlines. Research participants are invited to use intentional sampling and snowball sampling methods. Interviews were conducted with 13 graduates（graduating in June 2021）from National Taiwan Normal University and Ming Chuan University for the 109th academic year.Quantitative research uses the questionnaire survey method to compile questionnaires based on the common thread found in qualitative interviews, based on student development theories, audience related theories, etc. Personal background variables include biological sex, school, school district, and campus participation experience （including school environment, teacher-student interaction, and peer relationship)；experience about graduation song includes reading and listening cognition and listening behavior；school identity includes identification concept, identity behavior, etc.The results of this study found that:1. In the qualitative interview, the biological sex of the research participants has no difference in the experience about graduation songs and school identity, but the quantitative survey found that the male reading behavior is higher than that of the female.2. Different schools have different experiences about graduation songs, and also have different ideas about the connection between lyrics sensibility and campus experience, and also have different sense of school identity.3. Because the lyrics of the graduation song cover the campus experience of different campuses, different campuses may not affect the experiences about graduation songs, but the quantitative survey found that experiences about graduation songs of different campuses of National Taiwan Normal University is different. The sense of school identity is different because of the different school spirit, learning environment and learning resources.4. The campus environment shapes the school culture and characteristics, and affects the students' experience of campus participation. College students with a high degree of investment in the campus environment have significantly higher experiences about graduation songs and a sense of school identity than those with a low degree of investment. 5. The teacher-student interaction model affects the campus participation experience of college students. College students with a high degree of teacher-student interaction have significantly higher experiences about graduation songs and school identity than those with a low degree of investment.6. The interaction of peer relationship affects college students' experience of campus participation. College students with a high degree of teacher-student interaction have significantly higher experiences about graduation songs and school identity than those with a low degree of investment. 7. Qualitative interview found that a good original graduation song can enhance college students' sense of identity with the school, but quantitative survey found that some variables only reached a low degree of positive correlation. Based on the above findings, this study suggests that student affairs personnel can promote graduates' emotional connection and sense of belonging to the campus through various forms of original graduation songs, and encourage and provide administrative support and experience assistance for college students to produce original graduation songs. In addition, attaching importance to the campus participation experience of college students can help to enhance the sense of identity with the school, improve the campus participation experience of college students in different campuses, and increase cohesion. It is also suggested that college students should combine the current characteristics of the school and the campus cultural atmosphere when creating original graduation songs, and actively participate in the experience of campus participation to enhance the impact of the campus environment on learning and development.