變動世界中的教育韌性：第一代大學生的學業韌性與大一新生支持系統之建構

Academic Resilience in a Changing World: An Analysis of First-Generation College Students and the Implementation of the First-Year Student Support System

隨著高等教育普及化，第一代大學生比例亦顯著增加。若家庭缺乏親身的大學經驗與正式學歷，亦即體制內的文化資本不足，將會比一般大學生需要更多的適應挑戰，進而較易產生學術與生活適應困難與不確定感，承受更高的轉銜壓力。本研究數據援用國立清華大學校務研究資料庫之縱貫性數據，追蹤2019年至2023年入學之大學部學生，樣本數共計4,544位，其中包含第一代大學生930位、非第一代大學生3,614位。透過階層迴歸分析，旨在證實家庭背景、學業韌性、學習投入及科系興趣度對學業表現之影響。本研究結果顯示，第一代大學生之學業表現差異並非單純源自社經背景，而是取決於其是否具備足以因應高等教育挑戰之「學業韌性」，而學業韌性又受到個人心理特質、學習投入與制度支持系統共同影響。基於實證結果，國立清華大學建置保護因子導向之「大一新生支持系統」，並以「探索學習中心」為樞紐，實踐「適應」（adapt）、「準備」（prepare）與「發展」（thrive）三階段歷程引導。此機制將學業韌性、學習投入、科系感興趣度及學業成果滿意度轉化為制度策略，將「新生探索系列課程」納入正式學分體系，透過制度性增能，實質提升學習支持之公平性與可及性，展現高等教育在變動環境中強化相對不利學生教育韌性之創新實踐範例。

With the expansion of higher education, the proportion of first-generation college students has increased significantly. Due to the absence of familial experience in higher education and a lack of formal academic credentials within the family, which reflects limited institutionalized cultural capital, these students often encounter greater challenges in adapting to university life. As a result, they are more likely to encounter academic and social adjustment difficulties, uncertainty, and heightened transitional stress. This study utilizes multi-cohort tracking data from the Institutional Research Database of National Tsing Hua University (NTHU), investigating 4,544 undergraduate students enrolled between 2019 and 2023, including 930 first-generation students and 3,614 non-first-generation students. Hierarchical regression analyses were conducted to examine the effects of family background, academic buoyancy, learning engagement, and interest in one’s major on academic performance. The empirical results indicate that the variance in academic performance among first-generation college students does not stem purely from socioeconomic background, but rather depends on their “academic buoyancy” to cope with higher education challenges. Furthermore, academic buoyancy is collectively driven by personal psychological traits, learning engagement, and institutional support systems. Based on these empirical results, NTHU has developed a protective-factor-oriented “First-Year Student Support System.” Facilitated by the newly established “Center for Exploration and Life Transitions (ExALT)”, as its core hub, this system implements a three-stage framework– Adapt, Prepare, and Thrive– to support students throughout their transition into university life. This framework systematically translates key protective factors, including academic buoyancy, learning engagement, interest in one’s academic major, and academic satisfaction, into institutional interventions and support practices. By integrating the First-Year Exploration Series courses into the formal credit-bearing curriculum and enabling institutional support structures, the initiative substantially enhances the equity and accessibility of student support services. It presents an innovative model for how higher education institutions can structurally strengthen educational resilience among disadvantaged students in a rapidly changing environment.