大學生家庭背景、入學特質、校園經驗與學習成果之研究

Abstract

本研究旨在探討大學生家庭背景、入學特質、校園經驗與學習成果之關係。其中家庭背景包含父親教育程度、母親教育程度、父親職業、家庭年收入等，入學特質包含教育期望、自我效能、受重視與邊緣感、目標發展、人際關係、自我認同、情緒管理等，校園經驗包含學習態度、閱讀經驗、思考廣度、師生互動、同儕互動、社團參與等，學習成果包含學業成就與多元能力。 研究方法為次級資料分析法，運用台灣師範大學教育研究與評鑑中心建置的「台灣高等教育資料庫」中，均有填答92學年度大一問卷與94學年度大三問卷的調查資料進行分析，共8,773人，包含一般公立大學3,050人、一般私立大學生5,723人為研究對象。本研究統計方法包括描述性統計、皮爾遜相關分析與結構方程模式等。研究結果歸納如下： 一、本研究大學生校園經驗需加強社團參與、師生互動與思考廣度，多元能力發展亦需提升。 二、本研究大學生家庭背景、入學特質、校園經驗與學習成果之間多呈現正向關係，而家庭年收入與學習態度、學業成就的關係則呈現負向關係。 三、本研究模式適配度良好，模式中所有直接影響效果均達顯著水準，且入學特質變異量的解釋力為1%，校園經驗變異量的解釋力為29%，學業成就的解釋力為2%，多元能力變異量的解釋力為52%。 四、家庭背景對於入學特質、校園經驗、學習成果有顯著的直接影響。 五、入學特質對於校園經驗、學習成果有顯著的直接影響。 六、校園經驗對學習成果有顯著的直接影響。 七、家庭背景會透過入學特質、校園經驗對於學業成就有顯著的間接影響。 本研究根據以上結論，對高等教育建議包括：一、重視學生家庭背景差異對校園經驗與學習成果的影響；二、瞭解大一特質，規劃新生定向輔導，協助學生成功適應與發展；三、豐富大學生校園投入經驗，增進學生學習與發展。另外，也進一步對研究對象及研究方法提出未來相關研究建議。

The purpose of this study was to explore impacts of family background, freshman characteristics and campus experiences on learning outcomes for college students. The family background included father's education level, mother's education level, father's occupation and family income, the freshman characteristics included educational expectations, self-efficacy, mattering-marginality, developing purpose, interpersonal relationship, self-identity and emotional management, the campus experiences included learning attitude, the reading experiences, breadth of thinking, faculty-student interaction, peer interaction and student club participation, the learning outcomes included academic performance and multiple competences. Targets of this study were 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). The subjects consisted of 3,050 students of public universities and 5,723 students of private universities, the total is 8,773. Statistical analysis was using Pearson correlation analysis and structural equation modeling (SEM). The findings are as follows: 1.The college students of this research need to improve student club participation, faculty-student interaction, breadth of thinking and multiple competences. 2.There are positive relationships existed among family background, freshman characteristics, campus experiences and learning outcomes for college students ; there are negative relationships existed among family income, learning attitude and academic performance. 3.The fitness of model is good and all the direct effects are significant. The R2 of campus experiences and multiple competences is 29% and 52%. 4.The direct effects of family background on freshman characteristics, campus experiences and learning outcomes are significant. 5.The direct effects of freshman characteristics on campus experiences and learning outcomes are significant. 6.The direct effects of campus experiences on learning outcomes are significant. 7.The indirect effects of family background on academic performance through freshman characteristics and campus experiences are significant. Finally, recommandations for higher education are as follows: 1. The impact of family background on campus experiences and learning outcomes need to be recognized; 2. Understanding the freshman characteristics and designing effective orientation programs for freshmen are important; 3. To encourage involvement of college students on campus can enhance their learning outcomes. Other suggestions for future research are presented.