The impact of student engagement on learning development from undergraduate students in Taiwan

[[abstract]]在邁向高等教育普及化的時代，臺灣大專校院的學生如何學？學什麼？為何學？的議題關係著教育品質的確保，更可以深入地觸及學習的核心問題。本研究目的在探討不同背景大學生學習投入與學習發展情形，以及學習投入對學習發展的影響。研究者以自編的「大學生學習投入與學習發展調查問卷」，臺灣地區101學年度就讀公私立大專校院大學生為母群體，以分層叢集抽樣方法，選取2,651名大學生為正式樣本，透過問卷調查進行資料蒐集，並進行問卷信效度考驗及資料統計分析，主要統計方法為因素分析、差異性分析、結構方程模式等。研究結果可以提供「高等教育普及化」後的臺灣對大學生學習投入與學習發展之瞭解，並提出改善學習環境之建議。 主要研究發現為： 一、臺灣大專校院學生學習投入與學習發展整體現況不理想 1. 學習投入方面：學習參與不太積極，學習態度和學習策略尚可。 2. 學習發展方面：約六成大學生呈現中上程度發展。 二、大學生學習投入與學習發展因不同個人與學校背景而有差異 1. 男大學生學習參與高於女大學生，女大學生學習態度高於男大學生，然而女大學生學習發展高於男大學生。 2. 人文社會類大學生學習投入與學習發展皆高於科技類大學生。 3. 大四以上學生有較佳的學習投入與學習發展。 4. 中低家庭社經地位大學生有較佳的學習投入與學習發展。 5. 公立學校大學生學習投入與學習發展皆高於私立學校大學生。 6. 一般大學學生學習投入與學習發展皆高於技職校院學生。 7. 中部地區學校大學生有較佳的學習投入與學習發展。 三、學習投入對學習發展有顯著直接的影響效果 1. 本研究所提出的學習投入對學習發展影響之假設模式經修正後與實徵資料的適配情形不錯，顯示此模型具有建構效度。 2. 對學習投入而言，「學習參與」最具有反映效果，其次是「學習策略」，「學習態度」居末，其變異數解釋量分別為82.6%、72.2%、63.1%。 3. 結構模式分析結果發現，學習投入對學習發展有直接影響，學習投入對學習發展的標準化迴歸係數為.904，顯示其直接效果為.904，其變異數解釋量為90.4%。[[abstract]]The study addresses how well undergraduate students learn, what to learn, and why to learn which are related to not only the quality of higher education but the core of student learning in Taiwan. The purpose of study aims to explore the impact of student engagement on learning development, including the investigation report of student engagement and learning development with different backgrounds. Based on the Student Engagement Questionnaire and a total sample size of 2,651 students randomly selected from public and private universities in Taiwan, this study has determined by survey sampling to varify the questionnaire’s appropriateness. Factor analysis, t-test, one-way ANOVA, and structural equation modeling were used to analyze the data. The results reveal the relevant factors of campus learning in order to promote students’ active engagement and future development. The findings are as follows: 1. The status quo of student engagement and learning development are unsatisfied. (1) Student engagement: participation is mediocre; attitudes and approaches are middling. (2) Learning development: about 60% of students are above average. 2. There are differences of student engagement and learning development with diverse personal and school backgrounds. (1) Genders: male students have better participation; female students have better learning attitudes. However, female students develop learning ambitions better. (2) Departments: students in the department of humanities and social sciences have better student engagement and learning development than those in the department of science and technology. (3) Grades: senior students have better student engagement and learning development. (4) Family SES backgrounds: students in the low-middle family SES background have better student engagement and learning development. (5) School categories: students in public schools have better student engagement and learning development than those in private schools. (6) School types: students in the general universities have better student engagement and learning development than those in the science and technology universities. (7) School districts: students in the central districts have better student engagement and learning development. 3. The student engagement has significantly direct effects on learning development. (1) The construct validity of student engagement scale is well proven. (2) The participation is the most important factor, and then approaches and attitudes. (3) The student engagement will affect their learning development significantly.[[note]]博