大一學生的校園參與經驗與收穫自評

Abstract

本研究修訂並使用CSEQ 量表，抽取淡江、清華、師大大一學生共884 名，在92 學年末施測，分析內容包括參與校園活動與談話的「努力程度」及「收穫自評」等，並分別與美國CSEQ 兩類大一學生常模作比較。 研究結果顯示：整體而言大一學生參與校園與談話活動的努力程度不如美國常模，而且三校間無顯著差異，只是參與重點有別。大一學生參與最少的活動類型是 「社團與組織運作」、「與老師相處」而且明顯偏低；最多的是「使用資訊科技」類。 三校大一學生的總體收穫自評不佳，也不及美國兩類常模；自評收穫最多的是「求知技能」，最少的是「科技的理解」，次少的為「通識與人文素養」面向。三 校之間自評收穫面向有別，而且清華學生自評收穫高於淡江學生。

This study was to focus on the quality of efforts of college students’ involvement in, and their gains from, campus facilities and opportunities provided for their learning. CSEQ was revised and applied to 884 freshmen of three universities in Taiwan, TKU, NTHU, and NTNU, at the end of the second semester, 2004. The results in comparison with the DRUE and the total norms of CSEQ 4th version in the U.S. showed the following characteristics: 1. The quality of the freshmen’s efforts showed no significant difference among the three universities, but most of the subscales showed inadequate involvement, especially in “clubs and organizations” and “experiences with faculty” categories. The most frequent attendance was “information technology”. 2. The estimate of overall gains showed a little difference. The freshmen of NTHU showed better gains than those of TKU’s. In addition, significant differences do appear in three of the subscales among the three universities. Two of the least gains of the freshmen were “the comprehension of science & tech.” and “humanities”, whereas, the best gains was “intellectual skills”. 3. In general, the freshmen of three universities in Taiwan were significantly less involved in various activities in and out of class, and they felt less benefited from their educational experiences, in comparison with the norms in the U.S.