影響大學生對代間服務老人意願之結構性因素探究：社會生態學模式之應用

Structural Factors Affecting College Students' Willingness to Intergenerational Serve the Elderly: Applications of a Social-Ecological Model

本研究為應用社會生態學模式（Social Ecological Model, SEM）來分析大學生代間服務老人意願之影響因素，並以結構方程模式來探討影響因素間之關係。問卷調查對象為臺灣北部地區某技術學院初次參與代間服務課程之大學生，共回收有效問卷274份進行研究分析。研究結果顯示：1.社會生態學模式可以有效的預測大學生代間服務老人意願，整體模式之解釋力為66.1%；2.個人因素是影響服務老人意願的最主要因素，其次為人際因素；3.社會環境因素則可透過個人因素、人際因素之中介作用而間接影響服務老人意願。根據上述結果建議未來在大學生代間服務學習課程之設計規劃時，可先加強學生個人的服務技能、學習機會及價值認同，並增強來自人際中同學、朋友及老師對服務老人之正向肯定與鼓勵，同時學校、社區及老人機構也需提供適切的接觸學習，以使大學代間服務學習課程能有效促進世代融合。

This study applied a Social Ecological Model to analyze the factors influencing college students' willingness to engage in intergenerational interactions in their serving of the elderly. The structural-equation model was further used to determine the relationships among factors. The questionnaire was given to college students at a technological institute in northern Taiwan who had participated in intergenerational service courses. 274 valid questionnaires were collected for analysis. The results revealed three significant findings: first, the social-ecology model could effectively predict the willingness of college students to serve the elderly, with 66.1% of the explanatory power of the overall model; second, personal factors were the clearest factors affecting these students' willingness to serve the elderly, followed by interpersonal factors; third, social-environmental factors could indirectly influence the students’ willingness to serve the elderly through the mediation between personal and interpersonal factors. The above-mentioned results suggested that strengthening students' personal service skills, learning opportunities and willingness to serve the elderly should be prioritized when designing an inter-generational service learning course. Furthermore, positive feedback and the encouragement of elderly care service should be frequently provided by classmates, friends and teachers. Moreover, school authorities, the community, and institutions for the elderly should be encouraged to employ the appropriate contact learning methods, so that a university-level intergenerational service learning program can effectively promote intergenerational fusion.