大學生參與不同服務學習課程之動機、阻礙與滿意度關係比較

A Comparison of the Relationship among Motivations, Barriers and Satisfactions of Participating in Various Service-Learning Courses for College Students

10.29847/JNUU.201212.0005

張同廟(Tung-Miao Chang)

服務學習阻礙 ； 服務學習動機 ； 服務學習課程 ； 服務學習滿意度 ； service-learning barriers ； service-learning courses ； service-learning motivations ； service-learning satisfactions

聯大學報

9卷2期（2012 / 12 / 01）

71 - 92

繁體中文

本研究目的在比較大學生參與不同服務學習課程動機、阻礙及滿意度之差異，以及阻礙對動機及滿意度的中介影響模式，研究對象為八所私立大學703位參與服務學習課程學生。結果發現：1.參與專業或通識服務學習課程者在動機的感受上顯著高於校訂共同必俢課程者；參與校訂共同必俢服務學習課程者在互動阻礙、外在阻礙及整體阻礙的感受上顯著高於專業或通識課程者；參與專業或通識服務學習課程者在社會關懷、人際關係、課程認同及整體滿意度的感受上顯著高於校訂共同必修課程者。2.參與融入專業或通識、校訂共同必修之服務學習課程，阻礙對動機與滿意度的影響皆具有顯著的中介效果。3.根據研究結果提出建議與未來研究參考。

The purposes of this study were to compare: 1.the difference of motivation, barriers factor and satisfaction on participating in service-learning courses. 2. the mediating effect of barriers' factor between motivation and satisfaction on the difference of participating in service-learning courses. Participants were 703 from eight private colleges & universities in Taiwan. Results show that: 1. Participating in professional & general service-learning courses in various motivations are significantly better than service-learning courses of common obligatory ; participating in service-learning courses of common obligatory are significantly higher than the professional & general service-learning courses including the variable of interaction barriers, extrinsic barriers and overall barriers; professional & general service-learning courses are significantly better than the service-learning courses of common obligatory including the variable of social concerning, interpersonal relationship, course' identification and overall satisfaction. 2. Barriers play significant mediating role between motivations and satisfactions towards participating in professional & general service-learning courses, and service-learning courses of common obligatory. Finally, the recommends and future study are drawn.

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