臺北市大學校院學生會幹部之學生自治參與經驗、民主參與認知與學生權利意識關係研究

Abstract

本研究旨在探討學生會幹部的個人背景、學生自治參與經驗對於學生自治民主參與認知及學生權利意識的關係，研究方法為問卷調查及量化分析，以「學生自治民主參與認知量表」及「學生權利意識量表」作為研究工具，研究對象為臺北市大學校院學生會幹部，其中有效施測樣本數為266人，分別以描述性統計、獨立樣本T檢定、單因子變異數分析、皮爾森（pearson）積差相關分析及多元迴歸分析等統計方法進行統計資料量化分析。本研究結果分述如下：一、學生自治民主參與認知之總體平均得分為3.55分，各構面之平均得分以「學生自治的民主社群互動」為最高，其次為「學生自治制度及運作模式及「個人角色及權利義務」，顯示學生會幹部之整體學生自治民主參與認知表現尚佳，惟對於所要履行之權利義務的認知與實踐有待改善與加強。二、學生權利意識之總體平均得分為3.40分，各構面之平均得分以「社會政治」構面為最高，其次為「人際社群」構面，最低為「個人」構面，顯示學生會幹部之整體學生權利意識表現尚佳，學生會幹部對於權利具有一定程度的認知與認同，但對於自我能力較沒有信心，導致實踐的狀況較不穩定，在大學校園內較具爭議之公共議題及學權事件的爭取上，可能會遇到無法處理的瓶頸。三、學生會幹部在不同個人背景變項（學校類型與主修領域）及學生自治參與經驗（學校職務、學生會職務加總年資、學生會會費繳交次數、學生會投入程度、參與學生自治感到榮譽程度與校內外公共議題投入程度）對於學生自治民主參與認知具有顯著差異。四、學生會幹部在不同個人背景變項（年級與學校類型）及學生自治參與經驗（學校職務、每週投入學生會事務平均時間、學生會投入程度、參與學生自治感到榮譽程度及校內外公共議題投入程度）對於學生權利意識具有顯著差異。五、學生自治民主參與認知及學生權利意識之兩者具有顯著相關，在「個人」構面、「人際社群」構面、「社會政治」構面皆呈現中度相關；整體學生權利意識呈現高度相關，相關係數皆為正相關，故學生會幹部在學生自治民主參與認知上的程度越高時，其學生權利意識程度亦越高。六、個人背景、學生自治參與經驗及學生自治民主參與認知對於學生權利意識經多元迴歸分析後，發現年級、學校類型、學生會職務、學生會職務加總年資、投入學生會事務平均時間、學生會投入程度、參與學生自治感到榮譽程度、倡議校內外公共議題的投入程度；學生自治民主參與認知中個人角色及權利義務、學生自治制度及運作模式、學生自治的民主社群互動對於整體學生權利意識具有解釋力，學生自治民主參與認知之整體與各構面對於學生權利意識之解釋力分別為個人角色及權利義務（31.6%）、學生自治制度及運作模式（36%）、學生自治的民主社群互動（48.1%）、整體學生自治民主參與認知（52.7%）。綜合上述，學生會幹部的學生自治民主參與認知及學生權利意識表現尚佳，在個人背景及學生自治參與經驗的部分變項對於學生自治民主參與認知及學生權利意識是具有影響的，且學生自治民主參與認知及學生權利意識兩者具有正向相關及一定程度的解釋力，故本研究後續針對學生會及學生會幹部、輔導單位、教育主管機關及後續研究提出相關建議。

This study aims to explore the relationship between the personal background of student association’s members, their experiences in student self-government participation, and their democratic participation cognition, as well as their awareness of student rights. The research methodology involves questionnaire surveys and quantitative analysis. The"Scale of Cognition of Student Self-Government Democratic Participation" and the "Scale of Student Rights Awareness" are used as research tools. The study focuses on student association’s members from universities in Taipei City, a total of 266 valid samples were collected. The data were analyzed by statistical methods including descriptive statistics, independent sample t-tests, one-way analysis of variance (ANOVA), Pearson correlation analysis, and multiple regression analysis are used for quantitative analysis of the data. The results of this study are as follows:1. The overall average score for the cognition of student self-government democratic participation is 3.55. The highest average score is in the dimension of"democratic community interaction of student self-government," followed by "student self-government system and operation mode" and " personal role and rights obligations" This indicates that student association’s members generally have good performance in terms of cognition of student self-government democratic participation. However, there is room for improvement and enhancement in their understanding and practice of the rights and obligations they should fulfill. 2. The overall average score for student rights awareness is 3.40. The highest average score is in the dimension of"social politics," followed by "interpersonal community," and the lowest is in the "personal" dimension. This indicates that student association’s members generally have good performance in terms of student rights awareness. They have a certain level of awareness and identification of their rights. However, they lack confidence in their own abilities, which leads to unstable implementation. In advocating for controversial public issues and fighting for student rights on campus, they may encounter obstacles that they cannot handle.3. There are significant differences in the cognition of student self-government democratic participation among student association’s members in terms of different personal background variables (school type and major as well as courses taken) and experiences in student self-government participation (student association positions, total years of student association, frequency of student association fee payments, level of involvement in student association affairs, degree of honor in participating in student autonomy, and level of involvement in campus and off-campus public issues).4. There are significant differences in student rights awareness among student association’s members in terms of different personal background variables (grade and school type) and experiences in student self-government participation (student association positions, average time spent on student association affairs per week, level of involvement in student association affairs, degree of honor in participating in student autonomy, and level of involvement in campus and off-campus public issues).5. There is a significant correlation between the cognition of student self-government democratic participation and student rights awareness. The"personal" dimension, "interpersonal community" dimension, and "social politics" dimension all show a moderate correlation. Overall student rights awareness shows a high correlation. Therefore, the higher the level of cognition of student self-government democratic participation among student association’s members, the higher their level of student rights awareness. 6. Through multiple regression analysis of personal background, experiences in student self-government participation, and cognitionof student self-government democratic participation on student rights awareness, it was found that grade, school type, student association positions, total years of student association , average time spent on student association affairs per week, level of involvement in student association affairs, degree of honor in participating in student autonomy-related affairs, and level of involvement in advocating campus and off-campus public issues have explanatory power for overall student rights awareness. The cognition of personal role and rights obligations, student self-government system and operation mode, and democratic community interaction of student self-government have explanatory power for student rights awareness in different dimensions. The explanatory power of the overall cognition of student autonomy and democratic participation and its dimensions for student rights awareness are as follows: personal role and rights obligations (31.6%), student self-government system and operation mode (36%), democratic community interaction of student self-government (48.1%), and overall cognition of student self-government democratic participation (52.7%).In conclusion, student association’s members demonstrate good cognition of student self-government democratic participation as well as student rights awareness. Certain personal background variables and experiences in student self-government participation have an impact on their cognition of student autonomy and democratic participation and student rights awareness. There is a positive correlation and a certain degree of explanatory power between cognition of student self-government democratic participation and student rights awareness. Therefore, this study provides relevant recommendations for student association, student association’s members, counseling units, educational authorities, and future research.