社工教育、意識型態、貧窮歸因對社工系學生貧窮態度之影響

Factors associated with social work students' attitude toward poverty: social work education, ideology, and poverty attribution

培養社工專業認同與促進學生對弱勢人口的關懷，是社工教育的重要使命之一。然而在貧富差距逐漸擴大、低收入戶數上升的現代，關於社工教育的成果與學生對貧窮的態度研究仍為數不多。為瞭解社工教育的成效，本研究運用Zucker與Weiner（1993）的歸因理論模型，檢視社會工作教育，如何影響學生的意識型態、貧窮歸因以及對貧窮的態度。本研究採用調查研究法，獲得來自16間台灣大專院校社工系424位同學的有效回覆。研究工具經過因素分析確認問卷效度後，以SPSS進行多元迴歸，並運用AMOS進行路徑分析，以瞭解歸因理論模型中，各個變項之直接效果與間接效果。結果發現，擁有較佳學習成效、意識型態偏左、不認同貧窮是個人與文化歸因的學生，會有較正向的貧窮態度|同時在路徑分析中，也驗證了歸因理論模型的說法，貧窮歸因在意識型態與貧窮態度之間，確實具有中介效果。因此，社工教育除了應重視結構觀的思維、降低個人歸因，也須關注學生們的吸收狀況，以提升學生對貧窮人口的態度。
A core tenet of social work education is to cultivate students' professional identity and ability to show concern for disadvantaged people. However, in the past, little research has focused on exploring the relationships between social work education and student attitudes toward the disadvantaged people in Taiwan. To be exact, based on the attribution theory model proposed by Zucker & Weiner (1993), this study tested path relationships among social work education, welfare ideology, poverty attribution, and attitudes toward poverty. Four hundred and twenty-four social work students from 16 different universities across Taiwan were recruited through a stratified random cluster sampling design. They were invited to give responses to a structured questionnaire. As expected, social work students who had higher learning competency on poverty issues, leaned toward left-wing ideology, had higher approval of structural poverty attribution, and had higher opposition to personal and cultural attributions were positively related to attitudes toward poverty. In path analysis, the attribution model which posits that students' poverty attribution has a mediating effect on the relationship between students' welfare ideology and their attitudes toward poverty was also confirmed. The results in this study indicate that students' learning competency on poverty issues plays an important role in cultivating students to be reflective and thoughtful in their poverty attribution and welfare ideology toward poor people. The competency was then indirectly was transformed to enhance their poverty attribution toward more structural explanations, eventually favorably changing their attitudes toward poverty. The implications about social work education to promote social work students' learning competency on poverty issues is included in this paper.