大學學校環境與其對學生滿意度之影響：公私立大學之比較研究

The University Environment and Its Impact on Student Satisfaction: A Comparative Study of Public and Private Universities

在高等教育追求卓越的時代脈絡裡，大學之學校環境是不可忽視的一環。教育研究顯示，學校環境與學生學習成就密切相關。本文乃由學生層次探討學校環境之現況。且因公立與私立大學在行政、經費來源與學生特質皆具有異質性，故而比較這兩類型高等學府之環境及其與學生在校滿意度之關係。以台灣35所公立與34所私立大三學生共15，402名為研究樣本，檢測「大學學校環境量表¾¾學生層次」之信度、效度與適用性，再比較分析。結果發現公立與私立大學學生對其學校環境各面向的看法褒貶不一。這兩種類型大學學生的人口背景與對其大學整體滿意度也頗有差異。在控制學生之背景變項之後，公立與私立大學學生對自己在學期間學習滿意度，以及對其大學整體滿意度均與學校環境息息相關。其中，師生關係影響學習滿意度最深刻。研究發現有助於了解當前高等學府之環境及其對學生在學滿意度之影響，並藉由學生觀點提供高等教育政策興革與改善另一層面的省思。

The university environment plays a critical role in the pursuit of excellence at higher education institutions. Educational research has documented the close relationship of school environment and student academic achievement. This study investigated the psychosocial environment at Taiwanese higher education institutions from their students’ perspective. Since public and private universities vary considerably in administration， funding， and student characteristics， it also compared and related student perceptions of their environment to measures of student satisfaction at the two types of universities. A new instrument， the “College and University Environment Inventory—Students，” tested for reliability， validity， and feasibility， was applied to a sample consisting of 15，402 junior-year students at 35 public and 34 private universities in Taiwan. The results indicated that students in the two types of universities differed considerably in their demographic backgrounds and degrees of overall satisfaction with their universities.These students also held varying and distinct views toward seven environmental aspects of their universities. Moreover， measures of both the students’ learning satisfaction and their overall satisfaction with their universities were significantly associated with these environmental variables， after controlling for student background characteristics. In particular， students’ learning satisfaction was most strongly affected by faculty-student relations. This study thus informed the rethinking of higher education policy by enhancing current understandings of the psychosocial environment at universities， as well as its influence on student satisfaction.