| Summary: | 博士 === 國立臺灣師範大學 === 公民教育與活動領導學系 === 99 === The purpose of this study was to use the Social Change Model to explore the leadership development of college students and related factors. The research questions included:
1. What is the current situation of leadership attitudes of college students?
2. What is the current situation of campus involvement of college students?
3. What is the current situation of leadership development of college students?
4. What is the relationship between demography of students and leadership development?
5. What is the relationship between student leadership attitudes and leadership development?
6. What is the relationship between student campus involvement and leadership development?
7. What components of demography of students, leadership attitudes, and campus involvement would be most likely to explain leadership development?
8. How do demography of students, leadership attitudes, and campus involvement affect leadership development?
Based on a mixed methods approach, the quantitative samples was selected from students of colleges and universities in Taiwan, using “The Scale of College Students’ Leadership Development” questionnaire. A total of 1200 questionnaires were sent out to 30 public and private colleges, resulting in 1068 valid samples. The qualitative research adopted purposive sampling that selected- six students from a comprehensive research university in southern Taiwan to participate in a semi-structured interview.
The results are as follows:
1. In relation to leadership attitudes, students agree system thinking higher than hierarchical thinking.
2. In relation to factors affecting students’ involvement in campus, peer interaction rated higher than academic and extracurricular activities, while interaction with faculties was the lowest.
3. With regards to leadership development, group level is significantly higher than individual level and community level.
4. Student’s individual demographic background (academic results, participation in clubs and society, community service, duration of stay in dormitory and leadership training) will impact leadership development.
5. Students’ hierarchical and systemic thinking of leadership attitude will impact leadership development.
6. Students’ level of campus involvement (academic involvement, peer interaction, teacher-student interactions and extracurricular activity) will impact leadership development.
In summary, student’s demographic background, leadership attitudes, and campus involvement can explain 33.2%, 29.3%, 29.3%, 43.7%, 47.1%, 36.8%, 35.9%, 38.3%, and 62.9% of the variance for consciousness of self, congruence, commitment, collaboration, common purpose, controversy with civility, citizenship, change, and totally social change. The researcher found that the major factor affecting leadership development was leadership attitudes and campus involvement the next.
A conclusion based on quantitative and qualitative studies summarized the findings and suggestion for higher education was presented, as well as recommendations for future research.
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