投入度對心理資本與服務學習效能中介關係之探討

心理資本源於正向心理學，可提升學生的學習成效，但這其中投入度扮演關鍵的角色。是以本研究目的在探討大學生心理資本、投入度與服務學習效能之關係，並考驗投入度的中介效果。研究方法採問卷調查法，研究對象為南部大學服務學習學生，樣本收集412分，使用結構方程模式分析資料，結果顯示：大學生的心理資本並不會直接影響服務學習效能，但會直接且顯著影響投入度，以及投入度亦會直接且顯著影響服務學習效能，而且投入度完全中介心理資本與服務學習效能間之關係。因此，在實務上，大學生應更進一步提升其心理資本與激發投入度，以提高服務學習效能。基於這些結果，本研究在教育實踐上具有多種意涵，並對未來的研究提供相關建議。

Psychological capital, which originated from positive psychology, can improve learning outcomes, with engagement playing a key role. The purpose of this study is to explore the relationship between university students’psychological capital, engagement, and service-learning effectiveness, and to test the mediating effect of engagement. The study utilized a survey research method, targeting service-learning students from both public and private universities in southern Taiwan. Data were collected from 412 university students, and Structural Equation Modeling (SEM) was used to analyze the data. The results showed that psychological capital did not have a direct effect on service-learning effectiveness. However, psychological capital had a significant direct effect on engagement, and engagement had a significant direct effect on service-learning effectiveness. Furthermore, engagement fully mediated the relationship between psychological capital and service-learning effectiveness. Thus, it is essential to further promote psychological capital and strengthen engagement among university students to enhance service-learning effectiveness in practice. Based on these results, this study offers several implications for educational practice and provides relevant suggestions for future research.