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題名 探究青少年服務活動經驗與正向少年發展之關聯性
Examining the Association between Youth Service Experience and Positive Youth Development作者 陳奕廷
Chen, Yi-Ting貢獻者 楊佩榮
Yang, Pei-Jung
陳奕廷
Chen, Yi-Ting關鍵詞 青少年
志願服務
服務學習
正向經驗
正向少年發展
5Cs
中介作用
Adolescence
Volunteering
Service learning
Positive experiences
Positive youth development
Five Cs
Mediating effects日期 2023 上傳時間 2-Jan-2024 15:34:09 (UTC+8) 摘要 本研究以正向少年發展觀點（Positive Youth Development, PYD）為基礎，旨在探討服務活動（志願服務、服務學習）及其類型（標準性、社會性）與青少年正向發展的關聯性，欲瞭解服務活動參與和投入狀況是否影響青少年的正向發展，並理解過程中「什麼樣的正向經驗」會促成正向發展結果，探究的正向經驗包含生活技能培養的機會、角色責任的體驗、利社會的關係、正向成人關係，及探索自我的經驗。 本研究採用量化研究的問卷調查法，研究對象為臺北市和南投縣高中一、二年級的青少年，取得535份有效樣本，資料分析使用SPSS（Statistical Package for the Social Sciences）for Windows version 26。主要研究結果如下： (一) 有參與服務活動的青少年，其正向發展程度顯著高於沒參與任何服務活動的青少年。 (二) 服務型的社會性服務活動數量能預測正向發展程度，而庶務型的標準性服務活動則不然。 (三) 正向經驗皆有利於青少年正向發展，且中介分析結果顯示，青少年在服務活動中的「時間投入」和「心理投入」，不僅能且大部分是透過「正向經驗」來促進「正向發展」。 總括而言，青少年參與及投入服務活動與正向發展具有關聯性，不論其為志願服務或服務學習。然而，相對於庶務性的標準性服務活動，社會性服務活動更能帶動青少年的正向發展，且相對於時間投入長短，參與過程中的技能培養、角色責任和利社會關係等正向經驗更為重要。 本研究發現有品質的服務活動皆為潛在的有利於青少年正向發展的途徑之一，活動經驗和實際內容的正向特質比活動種類更為重要，青少年政策與實務應推廣持續性的服務活動以創造與能力、責任、人際連結相關的正向經驗。
This study is grounded in the framework of Positive Youth Development (PYD) and aims to investigate the relationship between service activities (volunteering, service learning) and their types (standard service, social cause service) and the positive development of adolescents. The goal is to understand whether the participation and engagement in service activities impact the positive development of youth and to comprehend the process through “which specific positive experiences” contribute to positive development. The explored positive experiences encompass opportunities for adolescents to cultivate life skills, assume role responsibilities, engage in prosocial relationships, establish positive relationships with adults, and explore self-discovery. This study employed a quantitative research methodology through a questionnaire survey. The research subjects were adolescents in the first and second grades of high schools in Taipei City and Nantou County. A total of 535 valid samples were obtained, and data analysis was conducted using SPSS (Statistical Package for the Social Sciences) for Windows version 26. The main research findings are as follows: (1) Adolescents participating in service activities demonstrated a significantly higher level of positive development compared to those who did not engage in any service activities. (2) The quantity of service-oriented social cause service activities predicts the level of positive development, whereas routine standard service activities do not exhibit the same predictive effect. (3) Positive experiences are beneficial to the positive development of adolescents. Mediation analysis results indicate that the “time investment” and “psychological engagement” of adolescents in service activities not only can but mostly do facilitate “positive development” through “positive experiences.” In summary, the participation and engagement of adolescents in service activities are correlated with positive development, whether through volunteering or service learning. However, in comparison to routine standard service activities, social cause service activities have a stronger impact on driving the positive development of adolescents. Furthermore, relative to the duration of time invested, positive experiences such as skill building, experiential role responsibilities, and prosocial relationships during the participation process are deemed more crucial. This study reveals that high-quality service activities represent potential pathways conducive to the positive development of adolescents. The positive characteristics of activity experiences and their actual content outweigh the significance of activity types. 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F., & Lerner, R. M. (2010). Service Learning Promotes Positive Youth Development in High School. Phi Delta Kappan, 91(5), 21–23. Zarrett, N., Liu, Y., Vandell, D.,&Sandra, S. (2021). The Role of Organized Activities in Supporting Youth Moral and Civic Character Development: A Review of the Literature. Adolescent Research Review. Adolescent Research Review, 6, 1-29. https://doi.org/10.1007s40894-020-00142-1. 描述 碩士
國立政治大學
社會工作研究所
109264003資料來源 http://thesis.lib.nccu.edu.tw/record/#G0109264003 資料類型 thesis dc.contributor.advisor 楊佩榮 zh_TW dc.contributor.advisor Yang, Pei-Jung en_US dc.contributor.author (Authors) 陳奕廷 zh_TW dc.contributor.author (Authors) Chen, Yi-Ting en_US dc.creator (作者) 陳奕廷 zh_TW dc.creator (作者) Chen, Yi-Ting en_US dc.date (日期) 2023 en_US dc.date.accessioned 2-Jan-2024 15:34:09 (UTC+8) - dc.date.available 2-Jan-2024 15:34:09 (UTC+8) - dc.date.issued (上傳時間) 2-Jan-2024 15:34:09 (UTC+8) - dc.identifier (Other Identifiers) G0109264003 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/149057 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 社會工作研究所 zh_TW dc.description (描述) 109264003 zh_TW dc.description.abstract (摘要) 本研究以正向少年發展觀點（Positive Youth Development, PYD）為基礎，旨在探討服務活動（志願服務、服務學習）及其類型（標準性、社會性）與青少年正向發展的關聯性，欲瞭解服務活動參與和投入狀況是否影響青少年的正向發展，並理解過程中「什麼樣的正向經驗」會促成正向發展結果，探究的正向經驗包含生活技能培養的機會、角色責任的體驗、利社會的關係、正向成人關係，及探索自我的經驗。 本研究採用量化研究的問卷調查法，研究對象為臺北市和南投縣高中一、二年級的青少年，取得535份有效樣本，資料分析使用SPSS（Statistical Package for the Social Sciences）for Windows version 26。主要研究結果如下： (一) 有參與服務活動的青少年，其正向發展程度顯著高於沒參與任何服務活動的青少年。 (二) 服務型的社會性服務活動數量能預測正向發展程度，而庶務型的標準性服務活動則不然。 (三) 正向經驗皆有利於青少年正向發展，且中介分析結果顯示，青少年在服務活動中的「時間投入」和「心理投入」，不僅能且大部分是透過「正向經驗」來促進「正向發展」。 總括而言，青少年參與及投入服務活動與正向發展具有關聯性，不論其為志願服務或服務學習。然而，相對於庶務性的標準性服務活動，社會性服務活動更能帶動青少年的正向發展，且相對於時間投入長短，參與過程中的技能培養、角色責任和利社會關係等正向經驗更為重要。 本研究發現有品質的服務活動皆為潛在的有利於青少年正向發展的途徑之一，活動經驗和實際內容的正向特質比活動種類更為重要，青少年政策與實務應推廣持續性的服務活動以創造與能力、責任、人際連結相關的正向經驗。 zh_TW dc.description.abstract (摘要) This study is grounded in the framework of Positive Youth Development (PYD) and aims to investigate the relationship between service activities (volunteering, service learning) and their types (standard service, social cause service) and the positive development of adolescents. The goal is to understand whether the participation and engagement in service activities impact the positive development of youth and to comprehend the process through “which specific positive experiences” contribute to positive development. The explored positive experiences encompass opportunities for adolescents to cultivate life skills, assume role responsibilities, engage in prosocial relationships, establish positive relationships with adults, and explore self-discovery. This study employed a quantitative research methodology through a questionnaire survey. The research subjects were adolescents in the first and second grades of high schools in Taipei City and Nantou County. A total of 535 valid samples were obtained, and data analysis was conducted using SPSS (Statistical Package for the Social Sciences) for Windows version 26. The main research findings are as follows: (1) Adolescents participating in service activities demonstrated a significantly higher level of positive development compared to those who did not engage in any service activities. (2) The quantity of service-oriented social cause service activities predicts the level of positive development, whereas routine standard service activities do not exhibit the same predictive effect. (3) Positive experiences are beneficial to the positive development of adolescents. Mediation analysis results indicate that the “time investment” and “psychological engagement” of adolescents in service activities not only can but mostly do facilitate “positive development” through “positive experiences.” In summary, the participation and engagement of adolescents in service activities are correlated with positive development, whether through volunteering or service learning. However, in comparison to routine standard service activities, social cause service activities have a stronger impact on driving the positive development of adolescents. Furthermore, relative to the duration of time invested, positive experiences such as skill building, experiential role responsibilities, and prosocial relationships during the participation process are deemed more crucial. This study reveals that high-quality service activities represent potential pathways conducive to the positive development of adolescents. The positive characteristics of activity experiences and their actual content outweigh the significance of activity types. Policies and practices in adolescent development should promote sustainable service activities to create positive experiences related to abilities, responsibility, and interpersonal connections. en_US dc.description.tableofcontents 第一章 緒論 1 第一節 研究背景 1 第二節 研究動機 7 第三節 研究目的 11 第四節 名詞解釋 12 第二章 文獻探討 13 第一節 志願服務與服務學習 13 第二節 透過服務活動所累積的正向經驗 23 第三節 服務活動與正向發展 38 第三章 研究方法 58 第一節 研究架構 58 第二節 研究對象與抽樣方法 61 第三節 研究工具 64 第四節 資料分析方法 70 第五節 研究倫理 72 第四章 研究結果 73 第一節 青少年服務活動參與及發展現況 73 第二節 志願服務與服務學習對正向發展的影響 80 第三節 服務類型和正向發展的關聯性 82 第四節 服務經驗中影響正向發展的具體因素 84 第五章 結論與建議 99 第一節 研究發現與討論 99 第二節 實務建議 105 第三節 研究限制及建議 108 參考文獻 110 附錄：施測問卷 121 zh_TW dc.format.extent 2669997 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0109264003 en_US dc.subject (關鍵詞) 青少年 zh_TW dc.subject (關鍵詞) 志願服務 zh_TW dc.subject (關鍵詞) 服務學習 zh_TW dc.subject (關鍵詞) 正向經驗 zh_TW dc.subject (關鍵詞) 正向少年發展 zh_TW dc.subject (關鍵詞) 5Cs zh_TW dc.subject (關鍵詞) 中介作用 zh_TW dc.subject (關鍵詞) Adolescence en_US dc.subject (關鍵詞) Volunteering en_US dc.subject (關鍵詞) Service learning en_US dc.subject (關鍵詞) Positive experiences en_US dc.subject (關鍵詞) Positive youth development en_US dc.subject (關鍵詞) Five Cs en_US dc.subject (關鍵詞) Mediating effects en_US dc.title (題名) 探究青少年服務活動經驗與正向少年發展之關聯性 zh_TW dc.title (題名) Examining the Association between Youth Service Experience and Positive Youth Development en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 一、中文部分 王舒芸、陳柯玫（2017）。〈兒童及少年參與困境之初探〉，《臺灣社會工作學刊》，18，63-112。 臺北市政府教育局統計室（2023）。〈111學年度臺北市高級中等以下學校概況表〉。取自https://www.doe.gov.taipei/News_Content.aspx?n=596E0D35F1581985&sms=69B4E6B26379EE4E&s=FB890C92546FF822 朱美珍（2005）。《國內青年參與志願服務及服務學習現況調查研究計畫報告》。行政院青年輔導委員會委託研究計劃。 何慧卿（2019）。《志願服務與管理—二版》。臺北：華都。 志願服務法（民國 111 年 08 月 08 日）。取自https://law.moj.gov.tw/LawClass/LawAll.aspx?PCode=D0050131 李孟蓉、劉燕萍（2020）。〈以正向少年發展模式推動與社區互惠的少年社會工作實務〉，《臺大社會工作學刊》，41，57-98。 兒童及少年福利與權益保障法（民國 111 年 08 月 08 日）。取自https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=d0050001 林欣諭（2014）。《台中市高中生志願服務與利社會行為之研究》。東海大學社會工作學系碩士論文。 林淑媛（2016）。高中服務學習課程之運作與學習成效。世新大學資訊傳播學研究所（含碩專班）碩士論文。 林勝義（2017）。《志願服務與志工管理：做快樂的志工及管理者（2版）》。臺北：五南。 金車文教基金會（2021）。〈《青少年服務學習》五成青少年喜歡服務學習，專家建議可因時制宜〉。取自https://kingcar.org.tw/survey/501271 洪常耘（2012）。《青少年參與志願服務相關因素與正向發展經驗探究》。臺灣大學社會工作學研究所碩士論文。 胡欣佳（2009）。《高雄市青少年參與志願服務的動機、內在歷程與持續性之探究》。國立中正大學社會福利研究所碩士論文。 胡紹華（2009）。《青少年參與志願服務之動機與經驗探討─以臺北市立中崙高中文化志工為例》。南華大學非營利事業管理研究所碩士論文。 涂佳榮（2014）。《非營利組織青少年志工持續參與志願服務影響因素之硏究－以社圍法人臺灣青年社會服務推展協會為例》。南華大學非營利事業管理學系碩士論文。 高以緯（2004）。《臺北縣市高中生參與志願服務動機與滿足感相關之研究》。中國文化大學青少年兒童福利研究所碩士論文。 高安遠（2013）。《青少年志願服務參與及學校生活適應之探討—以新竹市高中生為例》。東吳大學社會工作學系碩士論文。 國家教育研究院（2023）。〈十二年國民基本教育課程綱要〉。取自https://www.naer.edu.tw/PageSyllabus?fid=52 國家發展委員會（2017）。《我國家庭結構發展推計（106年至115年）》（NDC-DSD-105-007）。 張云棻（2018）。服務學習對高中學生情緒智力影響之研究。國立政治大學學校行政碩士在職專班碩士論文。 教育部（2013）。〈高級中等學校多元入學招生辦法〉。取自https://edu.law.moe.gov.tw/LawContent.aspx?id=GL001163 教育部青年發展署（2023）。〈教育部青年發展署簡介〉。取自https://www.yda.gov.tw/docDetail.aspx?uid=72&pid=54&docid=2&rn=-1614 教育部統計處（2023a）。〈高級中等學校校別資料檔（班級、學生、畢業生）－按學程別分〉。取自https://depart.moe.edu.tw/ed4500/News_Content.aspx?n=5A930C32CC6C3818&sms=91B3AAE8C6388B96&s=4F9035F0AF08D527 教育部統計處（2023b）。〈高級中等學校班生數〉。取自https://eds.moe.gov.tw/edust/webMain.aspx?sys=100&funid=eduout&funid2=B080200&cycle=4&outkind=1&outmode=8&defmk=1&outkind=1&fldlst=111&codlst0=111&codlst1=1&dfknd=1212 許英（2014）。〈青少年正面發展視角下的志願服務—以一個自發的大學生支教服務小組為例〉，《青年探索》，2014（1），14-19。 許譯中（2006）。《台中市高中職學生參與志願服務之動機及其影響因素之研究》。南華大學非營利事業管理研究所碩士論文。 陳怡憓，（2015）。《國中生十二年國民基本教育服務學習成效實施之探討—以臺南市國中為例》。長榮大學社會工作系碩士班碩士論文。 陳怡樺（2021）。《志願服務團體領導者的領導風格對志工離隊意向之影響：以志工組織承諾為中介變項¬》。亞洲大學社會工作學系碩士論文。 陳亭羽（2016）。《國中學生從事志願服務行為意向之研究》。國立臺灣師範大學教育心理與輔導學系碩士論文。 陳務（2009）。《青少年國際志願服務學習對落實生命教育理念之研究》。國立高雄師範大學教育學系碩士論文。 陳靜儀（2009）。《志願服務參與動機、自尊與滿足感關係之研究—以彰化縣高職生為例》。大葉大學人力資源暨公共關係學系碩士在職專班碩士論文。 曾華源、郭靜晃（2003）。〈對新版兒童及少年福利法的分析與批判─一部與少年現實需要有差距的法規〉，《社區發展季刊》，103，90-103。 曾華源、曾騰光（2003）。《志願服務概論》。臺北：揚智文化。 游人懿（2012）。《青少年持續參與志願服務動力之研究》。中華大學企業管理學系碩士班碩士論文。 黃玉美（2010）。《青少年參與志願服務動機、服務類型及自我概念之研究》。大葉大學教育專業發展研究所碩士在職專班碩士論文。 楊佩榮、張怡芬（2021）。〈正向少年發展於少年服務中心的應用：理論內涵與實務操作之對應〉，《臺灣社會工作學刊》，24，115+117-138。 楊佩榮、余韋霆、蔡培元（2021）。〈探究促進原住民族少年正向發展的互動模式：運用正向少年發展論點〉，《臺灣原住民族研究》，13(2)，83-125。 楊翔喻（2007）。《國中青少年參與志願服務經驗探討-以臺北市南門國中小太陽服務社為例》。慈濟大學社會工作研究所碩士論文。 葉大華（2012）。〈不再只是福利依賴者：民間團體對於兒童及少年福利與權益保障法修法立場〉，《社區發展季刊》，139，42-50。 臺北市青少年發展處（2023）。〈青發處簡介〉。取自https://www.tcyd.gov.taipei/cp.aspx?n=D5AB30811EAE51FA 劉曉樺（2009）。《青少年志願服務參與動機及工作滿意度之研究-以軍校高中生為例》。義守大學管理學院碩士在職專班碩士論文。 蔡漢賢主編（2000）。《社會工作辭典（第四版）》。臺北：內政部社區發展雜誌社。 衛生福利部（2019）。《中華民國107年兒童及少年生活狀況調查報告-少年篇》。取自https://dep.mohw.gov.tw/DOS/lp-5098-113-xCat-y107.html 衛生福利部社會及家庭署（2023）。〈直轄市、縣(市)政府兒童及少年福利服務中心一覽表〉。取自https://www.sfaa.gov.tw/SFAA/Pages/Detail.aspx?nodeid=152&pid=674 黎俊雄（2011）。《志願服務參與動機及滿意度之研究-以新北市莊敬高職志工服務隊為例》。亞洲大學經營管理學系碩士班碩士論文。 鍾宛容（2019）。《另一種可能-高關懷少年參與社區服務方案經驗之研究》。靜宜大學社會工作與兒童少年福利學系碩士班碩士論文。 簡慧娟、吳建昇、蔡惠怡、蔡孟珊、洪偉倫、蔣建基、王琇誼（2019）。〈兒童及少年照顧服務之推動現況與未來展望〉，《社區發展季刊》，167，17-30。 闕漢中（2013）。〈我國兒童少年發展之未竟事業與社會課題〉，《聯合勸募論壇》，2(1)，45 – 66。 蘇玟慈（2012）。《高職學生參與志願服務之組織承諾、組織公民行為對工作滿足影響之研究－以高雄市為例》。國立高雄應用科技大學商務經營硏究所碩士論文。 二、英文部分 4H (2023). 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