| Summary: | 碩士 === 國立臺灣師範大學 === 公民教育與活動領導學系 === 97 === The purpose of this study is to understand the campus experience, learning outcomes, and education aspiration of the first-generation college (FGC) students and the non-first-generation college (NFGC) students. The research questions to be answered includes:
1. The contemporary status of the campus experience, learning outcomes, and education aspiration of FGC students and NFGC students.
2. The difference between FGC students and NFGC students of the personal background, campus experience, learning outcomes, and education aspiration.
3. The relationship between the learning outcomes and campus experience of FGC students and NFGC students.
4. The relationship between the education aspiration and campus experience, learning outcomes of FGC students and NFGC students.
The target group of this study are the juniors from 94th school year the Higher Education Database System in Taiwan. The number of students sampled is 49,609, and 26,307 replied. The number of FGC students is 20,336, and that of NFGC students is 4,644. The data is analyzed with descriptive statistics, t-test, chi-square test, hierarchical regression, and logistic regression. The major findings are summarized as followings:
1. Between FGC students and NFGC students, the variables of the personal background that show remarkable differences are: gender, ethnics, father’s occupation, mother’s occupation, family income, and school types; the variables of the school experience that show remarkable differences are: schoolwork involvement, school club participation, teacher-student interaction, and work hours per week; the variables of the learning outcomes that show remarkable differences are: psychosocial development, and multi-ability development. There is great difference in educational aspiration between the two groups.
2. For FGC students, school experience has more ability to predict psychosocial development than individual background；the variables that can predict FGC students’ psychosocial development includes: peer relationship, teacher-student interaction, school club participation, and family income. Also, school experience has more ability to predict multi-ability development than individual background; the variables that have the power of prediction include school club participation, peer relationship, family income, schoolwork involvement, teacher-student interaction, father’s occupation, and work hours per week. But individual background and school experience show no ability of prediction to learning outcomes.
3. For NFGC students, school experience has more ability to predict psychosocial development than individual background；the variables that can predict NFGC students’ psychosocial development include peer relationship, school club participation, and work hours per week. Also, school experience has more ability to predict multi-ability development than individual background; the variables that have the power of prediction include school club participation, peer relationship, family income, schoolwork involvement, teacher-student interaction, dormitory condition and father’s occupation. But individual background and school experience show no ability of prediction to learning outcomes.
4.For FGC students, school experience and learning outcomes can predict the educational aspiration；the remarkable variances are school club participation and schoolwork achievement.
5. For NFGC students, the personal background, school experience and learning outcome have no ability to predict the educational aspiration.
In the end, based on the findings above, recommendations are provided for practice and further research.
|
|---|
