| Summary: | 碩士 === 國立臺灣師範大學 === 公民教育與活動領導學系 === 94 === The positive effect on student of service-learning has been widely proved by researches around the world. Nevertheless, every student is so special that the effect of study differs by individual. Trying to investigate the relationship among student background and character, study effect of service-learning, and student's career self-efficacy can be helpful for service arrangement, course design and evaluation, and elaboration of the effect of service-learning. The purpose of this study was: 1.To explore the relationship among personality, efficacy of service-learning curriculum, and career self-efficacy. 2. To study the college students with different background by their personality, efficacy of service-learning curriculum, and career self-efficacy. 3. To provide suggestions for colleges who will practice service-learning curriculum based on this study.
The research instruments used in this study included the “Personality Questionnaires”, the “Career Self-Efficacy Questionnaires”, and a “Efficacy of Service-Learning Curriculum Questionnaires” instrument developed by the researcher based on many foreign and domestic literatures. The samples were chosen among the students studying service-learning course in Providence University in the first semester in 2005(school year), totally 498 students from 13 classes in 5 institutes. The collected data were analyzed by descriptive statistics, one-way ANOVA, t-test, Pearson product-moment correlation, and multiple regression analysis. The main findings were as follow:
1. Personality of college student varies by gender, institute, service type, interest in service-learning course, and service experience.
2. Efficacy of service-learning curriculum and career self-efficacy were highly influenced by personality of college student.
3. Efficacy of service-learning curriculum of college student is good. It is composed of five elements including Interpersonal Communication, Social Concern, Problem Solving, Curriculum Identification, and Self-Efficacy, in order from the best one.
4. There were significant difference of efficacy of service-learning curriculum in variables including gender, institute, service type, part-time experience, interest in course, and relevance of service and major.
5. Student’s interest in course is the primary factor to predict the Efficacy of service-learning curriculum of college student.
6. There were significant difference of career self-efficacy in variables including interest in course and relevance of service and major. But no difference of career self-efficacy was found in variables including gender, institute, service type, part-time experience.
7. Career self-efficacy can be predicted by two indicators in Efficacy of service-learning curriculum: problem solving and course identification.
8. Career self-efficacy is correlated with Efficacy of service-learning curriculum.
Based on the findings above, this study provided some recommendations for college students, student affairs, education authorities, and further studies in service-learning field.
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