The purposes of this research are to investigate the situation and attitude of participation of the students in the volunteer services courses at National Sun Yat-sen University¡]NSYSU¡^, and to explore the influences of the students¡¦ personal factors on this issue. Besides, this research discusses the relation between the situation and attitude of participation in the service-learning courses. The population is students who enrolled in the volunteer services course in the second semester of 93 academic year at NSYSU. The research uses ¡§convenience sampling¡¨. A questionnaire designed by the researcher is distributed to 417 out of 538 freshmen who took part in volunteer services courses. After deducting invalid samples, the count of valid samples are 410. The statistic methods used in this research include mean, percent, standard deviation, t test, ANOVA, and kai square. According to the data collected, the important findings of this research are as follows. First, the descending order of the types of service-learning which the students on NSYSU participated is ¡§the service to beautify the school¡¨, ¡§community service outside of school¡¨, ¡§professional service¡¨, ¡¨the service to clean the surrounding of the school¡¨, and ¡§administrative service¡¨. Thus, the types of service-learning are centralized in the service within school, and the mostly is the labor. The descending order of the time-arrangement is ¡§regulation time¡¨, ¡§time arranged by myself¡¨, ¡§not sure, and must wait the notice¡¨, and ¡§the other¡¨ (had not serviced yet). In the aspect of reflection, the descending order of the types of reflection is ¡§reflection by myself¡¨, ¡§service note¡¨, ¡§group discussion¡¨, and ¡§reading the books about service¡¨. The ones who took part in community service outside of school are more likely to reflect during the process of the service. Second, the descending order of the score in attitude of participation is affection, action-tendency, whole, and cognition attitude. Third, genders, schools, and experiences in volunteer services course have significant differences in the types and the time-arrangement of service-learning. Fourth, ¡§the time-arrangement of service-learning¡¨ significantly relates to the cognition and affection attitude of participation in service-learning. And the reflection significantly relates to whole attitude and the sub-attitude of participation in service-learning (cognition, affection, and action-tendency).

Thesis (Ph.D. in Nursing) -- University of Colorado Denver, 2008. / Typescript. Includes bibliographical references (leaves 194-203). Free to UCD Anschutz Medical Campus. Online version available via ProQuest Digital Dissertations;