博士 / 國立臺灣師範大學 / 公民教育與活動領導學系 / 104 / The study aims at investigate the relationship among participating overseas service experiences and global perspective of college students. The research questions include:
1. What is the current situation of the participating overseas service experiences and global perspective of college students?
2. Are there significant differences of global perspective between overseas/domestic service groups of college students?
3. What are the relationship among the factors of personal and campus, the mode of overseas service, the experience of overseas service and global perspective of college students?
4. What and how is the influential process of overseas service experiences on college students’ change of global perspectives?
The samples of this study include 157 college students who participated overseas service and 211 college students who participated domestic service in 2015. By using both quantitative and qualitative methods, the research data was collected. All study participants completed a self-developed questionnaire for overseas service experiences and global perspective which were based on the related concepts and theories. The overseas service experience inventory has 7 scales, includes collaboration, preparation, team support, cultural communication, reflective awareness, feedback assessment, and self-commitment. And the global perspective inventory has 6 scales, includes self-knowledge, value speculation, empathetic respect, interpersonal relationship, social responsibility, and global thinking.
After analying the quantitative data, qualitative interviews were conducted with 6 students, 4 females and 2 males, to explore the influential process of overseas service experience on their changes of global perspectives.
The findings of this research are:
1. the current situation of participating overseas service experience and global perspective of college students:
(1) In the overseas service experience scales, the average scores of team support and cultural communication are the highest, and the average scores of preparation and collaboration are the lowest.
(2) As to the global perspective of college students of this study, the average score of interpersonal relationship is the highest, and global thinking is the lowest.
2. Comparing the differences of global perspective of students between overseas service group and domestic service group:
(1) Before service, self-knowledge of students who participating overseas service is significant higher than that of participating domestic service. There is no significant difference in the others scales of global perspective between the 2 groups.
(2) After service, value speculation, interpersonal relationship, social responsibility of students who participating overseas service are significant higher than that of participating domestic service.
(3) All the differences between pretest and posttest of the global perspective of overseas service group are significant.
(4) The differences between pretest and posttest of self-knowledge, value speculation, empathetic respect, global thinking of domestic service group are significant.
3. The Multiple regression analysis results of the factors of personal and school, the mode of overseas service, and the experience of overseas service are:
(1) Collaboration can be predicted effectively by campus factor (studying in general university) and service area (in Chinese-speaking region), and the coefficient of determination of whole model is 22.9%.
(2) Preparation can be predicted effectively by campus factor (studying in general university) and service area (in Chinese-speaking region), and the coefficient of determination of whole model is 24.5%.
(3) Cultural communication can be predicted effectively by the experience of being a student club cadre, and the coefficient of determination whole model is 12.9%.
(4) Reflective awareness can be predicted effectively by campus factor (studying in general university) and the experience of being a student club cadre, and the coefficient of determination of whole model is 19.0%.
(5) Feedback assessment can be predicted effectively by the experience of being a student club cadre, and the coefficient of determination of whole model is 11.8%.
4. The hierarchical regression analysis results of the factors of personal and campus, the mode of overseas service, the experience of overseas service and global perspective are:
(1) Self-knowledge can be predicted effectively by self-commitment, and the coefficient of determination of whole model is 51.6%.
(2) Value speculation can be predicted effectively by self-commitment and the coefficient of determination of whole model is 58.1%.
(3) Empathetic respect can be predicted effectively by collaboration, self-commitment and multi-service, and the coefficient of determination of whole model is 48.5%.
(4) Interpersonal relationship can be predicted effectively by self-commitment and gender (female), and the coefficient of determination of whole model is 48.7%.
(5) Social responsibility can be predicted effectively by team support, self-commitment and gender (female), and the coefficient of determination of whole model is 44.9%.
5. The qualitative findings are:
(1) The theme of connotation and influence of overseas service experience include: the practice process of overseas services in this study included preparation, service, reflection and celebration; reflection is the process for students to gain the learning; the team with harmonious and supported feeling could promote multi-learning and friendship building; the experience of being a student club cadre is helpful to cultural communication; the restrictions of geography and equipment, differences of language and culture affected the collaboration of their services.
(2) The theme of the impact of overseas service experiences on global perspective includes: finding real self-awareness through multiple interactions and reflections; thinking with multiple perspectives through conversation with different people; increasing the competence of empathetic respect through connecting relationship diversely; interacting with people of different culture properly through breaking through the obstacles of culture and language differences; having the power to keep service forward and feedback; being inspired by the global thinking.
Finally, recommendations for practice and for further research are presented.
| Identifer | oai:union.ndltd.org:TW/104NTNU5051066 |
| Date | January 2016 |
| Creators | Chang, Yu-Heng, 張有恒 |
| Contributors | Liu, Ruo-Lan, 劉若蘭 |
| Source Sets | National Digital Library of Theses and Dissertations in Taiwan |
| Language | zh-TW |
| Detected Language | English |
| Type | 學位論文 ; thesis |
| Format | 304 |
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