高品質的大學生生活經驗質性研究：以一所小型郊區大學為例

The Life Experiences of Good-Quality University Students: A Qualitative Study of a Small-sized Rural University

10.30074/FJMH.200612_19(4).0003

林旖旎(Yii-Nii Lin)

台灣大學生 ； 大學生活 ； 心理社會發展 ； Taiwanese university students ； university life ； psychosocial development

中華心理衛生學刊

19卷4期（2006 / 12 / 01）

365 - 393

繁體中文

研究目的：本研究由台灣高品質大學生的觀點描述其大學生活經驗及內涵。研究方法：某小型大學的十位高年級的大學生，平均年紀為21.30歲，經滾雪球法，受邀進行深度訪談，暢談其大學生活經驗。本研究採Chickering和Reisser(1993)的心理社會發展理論為參考架構，並以現象學質化分析方法分析所得資料。研究結果：研究結果呈現高品質的大學生：(1)具備使命感與責任感；(2)廣泛接觸與嘗試和多元化經驗性學習；(3)理解團隊合作的重要性與追求團隊合作的成就感；(4)理解人際溝通的重要性並致力於提升人際互動能力；(5)以自我發展為生活的主軸；及(6)角色模範與觀察學習。研究結論：高品質大學生以自我發展為主軸，以興趣為核心，使命感與責任感為動力，透過小團體合作努力，廣泛接觸、多元學習，提升自我效能。所有受訪者均一致認為大學為其人生成長與發展非常顯著重要的階段。

Purpose: The purpose of this study was to describe experiences of university life from Taiwanese good-quality university students' perspectives. Methods: Through a snow-ball method, ten senior students from a small-sized university in Taiwan were invited to describe their experiences at a university. Participants averaged 21.30 years old. In-depth interviews and a phenomenological qualitative analysis were adopted to collect and analyze data. Psychosocial developmental theory by Chickering and Reisser (1993) served as the reference framework of this study. Results: Important findings of this study included that good-quality university students (1) revealed a sense of mission and responsibility, (2) optimized the opportunities of contacts and learned through pluralistic experiences, (3) comprehended the importance of and enjoyed the achievement of cooperation in groups, (4) understood the importance of interpersonal communication and enhanced their interpersonal competence, (5) inserted self-development as the main theme of their lives, and (6) learned from role models. Conclusion: Good-quality Taiwanese university students inserted self-development as the main theme of their lives and enhanced self-efficacy through participating in their own interests, developing a sense of mission and responsibility, utilizing cooperation in small-groups, and building diverse contacts and pluralistic experiences. Participants identified their university career as a crucial stage of development in life.

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