一所多元族群技術學院學生成功學習模式之研究

Abstract

本研究目的在建構並驗證原住民族與漢族學生成功學習之影響模式。研究對象為北部某多元族群技術學院五年制護理系四年級女學生，取樣原住民族學生215名與漢族學生360名，研究方法為問卷調查。問卷資料以t檢定與結構方程模式統計分析，驗證本研究建構之成功學習模式的適配性。 本研究結果發現： 一、各項因素的差異分析中，本研究學校漢族學生顯著高於原住民族學生的變項有：一年級成績、學術投入、學業成就。 二、本研究學校原住民族與漢族學生成功學習模式的模式適配性，均可稱為理想。直接效果方面，只有學術投入對心理社會發展的直接效果，漢族學生模式中顯著，而原住民族學生模式中不顯著，其餘直接效果，在兩個模式中均達顯著水準。 最後綜合上述結果，做成結論，並提出未來在高等教育校園中，促進多元族群學生成功學習的建議，以提供大學教師及學生事務工作者規劃課程與活動方案之參考，並對未來研究提出進一步建議。

The purpose of the study was to construct and confirm the learning success models for aboriginal and Han college students. The samples of the research were 215 aboriginal and 360 Han forth grade female students of the five years nursing program in a multiracial dormitory institute of technology. The research data was collected by quantitative methods. All participants completed a self-developed questionnaire for the college student learning success study. T-test were used to analyze the differences among all the factors. For the goodness of the model-fit, the structural equation modeling (SEM) was used to confirm for the aboriginal students’ and the Han students’ models. The findings of the research are: 1.The variables that the Han college students scored significantly higher than the aboriginal college students are: first semester grades of freshmen, academic involvement and academic performance. 2.The goodness of model-fit for the aboriginal students and Han students learning success models are reasonable. And only the direct effect from academic involvement to psychosocial development is significant in the Han students’ model and not in the aboriginal students’. All the other direct effects are significant in both racial groups. Finally, recommendations for practice and for further research are presented.