大學生校園環境知覺、校園投入與學校認同之研究─以臺北市三所公立大學為例

Abstract

本研究旨在瞭解臺北市三所公立大學學生校園環境知覺、校園投入與學校認同的現況，進一步比較不同個人背景的大學生對於校園環境知覺、校園投入與學校認同的差異情形，探討校園環境知覺、校園投入與學校認同的相關情形。依據研究目的與研究問題，蒐集相關文獻探討，擬定研究架構及編製問卷之基礎，以進行調查研究。 研究者參考文獻自編「大學生校園環境知覺、校園投入與學校認同調查問卷」為研究工具，並以102學年度第2學期就讀於臺北市三所公立大學學生為研究對象進行分層叢集抽樣；有效問卷共計615份。將所獲取之資料予以IBM SPSS Statistics 22.0 for Windows進行信效度、描述統計、獨立樣本ｔ檢定、ANOVA單因子變異數及Pearson積差相關等統計分析。依據分析結果提出建議，以作為大學校院相關單位、教職人員及後續研究者之參考。

The purpose of this study was to understand the current status of college students’ campus environment perception, campus involvement, and school identification and to examine if campus environment perception, campus involvement, and school identification of college students differed in regard to selected factors. In addition, this study also attempted to examine the relationship between campus environment perception, campus involvement, and school identification of college students. The study employed a survey research design. Stratified cluster sampling was used to select the research participants from three public universities in Taipei City. The data were collected using “Questionnaire of College Students’ Campus Environment Perception, Campus Involvement, and School Identification.” Totally, 615 usable questionnaires were collected and analyzed. Reliability, descriptive statistics, t test, one-way ANOVA, and Pearson’s product moment correlation coefficient analyses were conducted to analyze the data using IBM SPSS 22 for Windows. Based on the findings, recommendations for universities entities as well as future research for college students’ reference to environment perception, campus involvement, and school identification are provided.