大學生家庭價值觀對參與代間學習課程意願影響之研究－以中部某私立大學為例

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题名:	大學生家庭價值觀對參與代間學習課程意願影響之研究－以中部某私立大學為例
其它题名:	The Effects of Willingness to Participate in Family Value to Intergenerational Learning Program among College Students － A Case Study in Private University
作者:	林祐任 LIN,YU-JEN
贡献者:	陳黛芬教育研究所
关键词:	大學生;家庭價值觀;代間學習課程 college students;family value;intergenerational learning program
日期:	2018
上传时间:	2018-11-07T06:54:02Z (UTC)
摘要:	本研究以中部某私立大學之大學生為研究對象，探討大學生的家庭價值觀對參與代間學習課程意願影響之研究。為達研究目的，本研究經由相關文獻探討後，採用調查研究法，並以自編「大學生家庭價值觀對參與代間學課程意願影響之調查問卷」為研究工具。本研究問卷的信效度透過內容效度評鑑、預試性別角色結果的項目分析與因素分析來建立，其結果顯示本研究工具有良好的信效度。本研究以立意抽樣進行調查，共回收668份有效問卷。資料回收後以描述性統計分析、平均數差異考驗、單因子變異數分析、列聯相關及多元迴歸分析，來進行資料分析。研究結果為：一、大學生家庭價值觀整體趨向傳統，其中以「家庭觀念」最趨向傳統；「性別角色」最趨向現代。二、大學生家庭價值觀，在不同「性別」及「年級」呈現顯著差異。三、大學生參與代間學習課程意願，在「課程認知情況」層面，顯示大學生普遍缺乏對代間學習課程的認識。四、在「課程認知情況」層面，不同「性別」、「年級」及「學院」呈現顯著差異。五、大學生參與代間學習課程意願，在「課程修習意願」層面，顯示大學生普遍有意願修習代間學習課程。六、在「課程修習意願」層面，不同「性別」、「年級」及「家庭型態」呈現顯著差異。七、大學生家庭價值觀與參與代間學習課程意願呈現正相關。八、大學生家庭價值觀各層面對參與代間學習課程意願具有預測作用。 The purpose of the study aimed to know college students’ willingness to participate in family value to intergenerational. To investigate college students’ willingness, the researcher designed the questionnaire after reviewed related literature. The questionnaire’s reliability and validity were established through item analysis and factor analysis of the pilot study. A private university students were invited to completed the questionnaire.The researcher purposive sampled the college students to complete the questionnaire. Six hundred and sixty-eight questionnaires were collected. The researcher used descriptive statistics, standard mean deviation, one-way ANOVA, Person’s product-moment correlation, and multiple regression analysis to analysis the data. Five research findings of the current study were (1) college student’s family value were tended to be traditional, especially in the domain of family value but in the domain of gender role was more modern. (2) In family value, significant differences were found in different gender and school years. (3) College students were lacked of knowledge about intergenerational learning program. (4) In the willingness of taking intergenerational learning program, significant differences were found in different genders, school years, and family types. (5) College students’ family value and their willingness of participating intergenerational learning program were positively correlated. (6) College students’ family value can predict their willingness of participating intergenerational learning program.
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