大學生校園經驗與批判思考能力關係之研究—以北部某國立大學為例

Abstract

本研究旨在探討北部某國立大學學生之校園經驗與批判思考能力的關係，採用混合研究設計，量化部分採用問卷調查法，並以「大學生校園經驗與批判思考能力問卷」為研究工具，有效施測樣本為367人，分別以描述性統計、單因子變異數分析、階層迴歸分析、結構方程模式分析之統計方法進行量化分析；此外並針對量化研究結果，進行質化訪談，以探究影響批判思考能力的深層因素。本研究發現茲分述如下： 一、大學生校園經驗表現最佳是校園整合經驗，其次為社團經驗、正式課程經驗。 二、大學生批判思考能力各面向以「推論」表現最佳，其次依序為「演繹」、「辨認假設」、「評鑑」、「解釋」，此外整體批判思考能力表現高於常模。 三、不同個人背景變項（性別、年級、學院領域、工讀經驗、父母教育程度、生涯抱負）及不同社團參與情形（主要參與社團、參與時數、參與年資、投入程度）對大學生的整體批判思考能力有顯著差異。 四、個人背景（性別、學院領域、工讀經驗，父母教育程度、生涯抱負）、社團參與情形（主要參與社團、社團投入程度）、校園經驗（教學輔導、同儕關係、「課堂學習經驗」等變項，對大學生整體批判思考能力比較具有解釋力。 五、「個人背景」、「社團參與情形」與「校園經驗」等三區組階層迴歸模式，對大學整體批判思考能力解釋力分別為18.8%、17.1%、28.1%。 六、大學生校園經驗與批判思考能力因果模式適配度良好。 七、校園整合、社團經驗之潛在變項對整體批判思考能力存在顯著直接效果。 最後本研究針對大學生、教師、學校單位、教育主管單位，以及未來研究等五方面提出具體建議。This study aims to explore the relationship between campus experiences of students in a public university in northern Taiwan and their critical thinking skills. A mixed-method research design and questionnaire survey was adopted for the quantitative study. The research tool was the “College students’ campus experiences and critical thinking skills” questionnaire. A total of 367 valid samples were retrieved. The data were analyzed by statistical methods including descriptive statistics, one-way ANOVA, hierarchical regression, and structural equation modeling. For the qualitative study, interviews were conducted based on the quantitative results, in order to probe into the profound factors affecting students’ critical thinking skills. The findings are as follows: 1.College students’ best campus experience is institutional integration, followed by club experience, and official curriculum. 2.College students show the best performance in the “inference” dimension of critical thinking skills, which is followed by the dimensions of “deduction”, “recognition of assumptions”, “evaluation”, and “interpretation”. In addition, they demonstrate superior overall critical thinking skills than the norms. 3.Different background variables of individuals (gender, grade, field of study, part-time work experiences, educational attainment of parents, career aspiration) and participation in school clubs (main clubs, hours of participation, years of participation, and the extent of involvement) contribute to significant differences on college students’ overall critical thinking skills. 4.Background variables of individuals (gender, field of study, part-time work experiences, educational attainment of parents, career aspiration), participation in school clubs (main clubs, hours of participation, years of participation, the extent of involvement), campus experiences (academic coaching, peer relationships, in-class learning experiences) have explanatory power in relation to college students’ overall critical thinking skills. 5.The explanatory power of the hierarchical regression of “background of individuals”, “participation in school clubs”, and “campus experiences” in relation to college students’ overall critical thinking skills is 18.8%, 17.1%, and 28.1% respectively. 6.The cause model involving college students’ campus experiences and critical thinking skills show adequate goodness of fit. 7.Latent variables of institutional integration and club experiences have apparent and direct effects on students’ overall critical thinking skills. Based on the findings, suggestions are provided for college students, teachers, teaching units, education management units, and future studies.