扶強不忘弱——不同分量群組大學生社會關懷學習成效影響因子分析

Supporting the Strong, Remembering the Weak- Exploring the Related Factors Affecting Social Care Effectiveness Among University Students in Different Quantile Groups

近年在臺灣，大學的社會責任逐漸成為高等教育討論的重點。而大學社會責任計畫的實施，亦在教育部的支持下歷經了示範期、第一期、第二期，並隨著第二期的高等教育深耕計畫展開新的開始。鑒於過往探討學生社會關懷學習成效影響因素之研究，往往忽略了學生們在學習成效上整體條件分配之異質性。本文嘗試分析不同學習成效分量群組的學生，學習成效之關鍵影響因素，為未來因應學生不同需求，發展帶領學生關懷社會之教學模式提供初步依據。
本研究以北部某私立科技大學2009年（97學年度下學期）至2020年（09學年度上學期）修習服務學習課程之日間部四技學生為研究對象。將分量迴歸應用於學生社會關懷學習成效之估計，探討影響不同學習成效分量群組的學生學習成效之關鍵因素。
研究結果顯示，各變項對不同分量群組學生社會關懷學習成效之影響，均呈現非對稱之影響關係。此外，課程選別、開課模式、修課年級、修課人數等影響因子對於學生們學習成效之影響，亦將因社會關懷核心概念之不同，而存在差異。是故，如何在「扶強」與「助弱」間取得平衡，進行最佳化的課程規劃，推升學生的社會關懷力，仍需在仰賴實證分析支持下，依不同核心概念間之學生需求，循序漸進設定改進目標。

In recent years in Taiwan, the social responsibility of universities has gradually become a focal point in discussions on higher education. The implementation of university social responsibility programs has evolved through a demonstration phase, the first phase, and the second phase under the support of the Ministry of Education, marking a new beginning with the Higher Education Sprout Project. Given that past research on the factors affecting students' learning outcomes in social care often overlooks the heterogeneity in the overall condition distribution of learning outcomes among students. This paper attempts to analyze the key factors affecting learning outcomes for different groups of students based on their learning performance, providing a preliminary basis for developing teaching models that lead students to care for society in response to different student needs in the future.
This study focuses on daytime students in a private science and technology university in northern Taiwan, who took service-learning courses from 2009 to 2020. Quantile regression is applied to estimate the learning outcomes of students' social care, exploring the key factors affecting the learning outcomes of different groups of students.
The results show that the impact of various variables on the social care learning outcomes of different groups of students presents an asymmetric relationship. Additionally, factors such as factors such as course selection, teaching mode, year of study, and class size have different impacts on students' learning outcomes, varying with the core concepts of social care. Therefore, how to balance ''strengthening the strong'' and ''assisting the weak'' to optimize curriculum planning and enhance students' social care capacity still requires empirical analysis to gradually set improvement goals based on the needs of students with different core concepts.