解碼大學生眼中的社會情緒學習：以臺灣一所私立大學為例

Decoding College Students’ Perspectives on Social and Emotional Learning: A Case Study of a Private University in Taiwan

本研究旨在探討大學生對社會情緒學習（Social and Emotional Learning, SEL）的認知、態度、關注與學習模式偏好。本研究為小型探索性前導研究，以臺灣一所私立大學學生為對象，採便利取樣，有效問卷共134份，運用統計分析以及文字雲技術來分析。本研究發現，超過九成的大學生對SEL不熟悉，但逾75%的大學生認為數位時代需要學習SEL，且SEL五大核心能力的學習需求因性別、年級和主修領域而異，其中，當責決策被認為是相對不需要學習的面向，不同性別的大學生自評在SEL五大能力的熟練程度上達顯著差異。文字雲分析顯示，大學生較重視自我管理、有效交流及理解他人情感，多數學生偏好實體教室學習，理由包含直接性與情感交流。建議後續擴大規模且運用多元研究方法深入探討，以為SEL課程設計發展提供更全面的視野。

This study aims to explore college students’ understanding, attitudes, key focus, and the preference of learning approaches regarding social and emotional learning (SEL). As a small-scale exploratory pilot study, it targeted students from a private university in Taiwan, employing convenience sampling and collecting 134 valid questionnaires. Statistical analysis and the word cloud technique were used for data analysis. The findings revealed that over 90% college students were unfamiliar with SEL; over 75% students believed SEL is essential in the digital era. The demand for SEL’s five core competencies varied by gender, grades, and field of study, with responsible decision-making perceived as the least necessary competency. Gender differences significantly influenced students’ self-assessed proficiency in SEL competencies. The word cloud analysis indicated that students valued self management, effective communication, and understanding others’ emotions. Most students preferred in-person classroom learning due to its directness and emotional engagement. Future research may expand its scale and adopt diverse methods to provide broader insights for the development of SEL curriculum design.