冒險教育課程對大學生領導力之成效研究

Effects of an adventure education program on undergraduate students’leadership skills

緒論：領導力是人人都需要擁有的一項社會智能，因此高等教育在領導力教育推動上扮演著重要的角色。有鑑於此，鼓勵合理的冒險和有意義的反思，致力於教學實踐與學術研究的相輔相成，因而觸發本研究針對國內大學生領導力教育為主題之發想。綜觀國內關於領導能力與領導才能方面的研究雖然豐富，然而在大學系所正式學分課程中應用冒險教育提升領導力的研究成果仍付之闕如，本文企圖能在實踐創新教學的同時，加以補足此研究缺口。因此，本研究目的希冀藉由冒險教育課程增進大學生的領導力，並且從多元面向針對課程成效進行評估。方法：本研究採取質量混合方法，以151位大一學生為研究參與者，分成實驗組與控制組。實驗組有96位參與冒險教育課程，控制組有55位參與者於研究實施時程中不做任何實驗處理。量化研究部分係以不等組前―後測準實驗設計，以自編之大學生領導能力量表進行成效評估。質性研究工具為實驗組課後撰述之學習心得指引綱要。結果：以二因子變異數分析得出的量化結果顯示，冒險教育課程能顯著提升實驗組學生的領導能力、團隊合作、使命必達和洞察應變能力；質性資料分析的結果則是歸納出量化成果的延伸意義，包括：激起正向影響的榜樣、自信心（延伸自領導自我效能）、團隊支持、挺身貢獻、換位思考與以禮相爭（延伸自團體合作）、以團隊為本、勇於嘗試與企圖心（延伸自使命必達）以及洞察問題並解決、自我覺察反思（延伸自洞察應變）。結論：本研究運用冒險教育課程作為培養大學生領導力之介入策略，經研究證實冒險教育課程能應用在正式學分課程中並為大學生領導力帶來正向影響。

Introduction: Higher education plays an important role in promoting leadership skills since leadership is an attribute of social intelligence needed by everyone. Thus, this study on domestic undergraduate students’leadership education was inspired by the need to encourage reasonable adventure and meaningful reflection as well as to develop teaching practice and academic research. In Taiwan, many previous studies have considered leadership; however, few have focused on undergraduate students as research participants. In addition, the application of adventure education programs (AEPs) in the formal credit-earning curriculums to train undergraduate students in leadership skills has been little studied; therefore, this study aimed to fill this research gap. The study proposed that programming strategies should improve undergraduate students’leadership learning and evaluate the outcomes using multiple approaches. Method: This quasi-experimental study adopted a mixed-methods research strategy. A nonequivalent control group pretest–posttest design was used. In total, 151 freshmen participated in the study: 96 participated in the AEPs (experimental group) while 55 did not (control group). The quantitative data from the pre- and post-leadership questionnaire were analyzed to determine the leadership effects. Qualitative data from students’reflective reports were also analyzed after the AEPs. Results: The quantitative results of two-factor analysis of variance indicated that the AEPs significantly enhanced leadership skills, teamwork, goal achievement, and insights and responses of the students in the experimental group. The results of the qualitative data analysis generalized the implications of leadership effects identified from quantitative results, including empowerment via a positive role model and improved confidence due to leadership self-efficacy; team support, standing up for the team, empathy, and civility derived from team-oriented aspects; being brave enough to try and being ambitious derived from the goal achievement aspect; and problem awareness and solving, self-awareness, and reflection drawn from the insight and response aspect. Conclusion: This study used AEPs as an intervention strategy for training college students in leadership skills. The results confirmed the applicability and effectiveness of AEPs in formal credit-earning curriculums and the positive impact of the program on improving college students’leadership skills.