臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：結構方程模式(SEM)應用於中國高校第二課堂教育服務學生滿意度測評之研究
作者：薛琳
作者(外文)：XUE，LIN
校院名稱：中華大學
系所名稱：科技管理博士學位學程
指導教授：卓裕仁
羅仕京
學位類別：博士
出版日期：2022
主題關鍵詞：第二課堂教育服務；服務品質；學生滿意度；組合評價；結構方程模式；Extracurricular activities education services；Service quality；Student satisfaction；Portfolio evaluation；SEM
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:0
  • 點閱點閱:3
在高等教育普及化的大背景下，第二課堂滿意度測評工作逐步成為中國大陸各高校教學改革關注的焦點。現有的第二課堂教育服務品質評估主體主要是區域教育主管部門、高校職能部門、學術權威以及用人單位，惟獨作為“直接顧客”的學生群體評議並未得到足夠的重視，以大學生需求為導向的高校第二課堂教育服務學生滿意度測評模式的研究依然十分薄弱。
本文主體內容共分四個部分：第一部分，理論研究。在深入分析和評述國內外第二課堂教育服務相關研究熱點的基礎上，剖析了第二課堂教育的服務屬性、特徵、主要內容以及利益相關主體，在第二課堂教育服務品質和學生滿意度理論的基礎上，分析了服務品質的內涵和評價的差距分析模型，深入探討了學生滿意度與第二課堂教育服務品質的區別，以及測評的實踐價值。第二部分，模型研究。借鑒國內外典型顧客滿意度指數模型，改進設計一個高校第二課堂教育服務學生滿意度測評模型，提出各潛變數之間的關係假設，並兼顧不同層次高校間變數的可比較性來選取概念模型中各潛變數的觀測變數。第三部分，實證分析。首先，以福建省6所高校的學生滿意度數據為基礎，利用AMOS建模工具對測評模型進行評價和修正，得到較優模型；其次，結合較優模型中各變數的標準化路徑係數，得到學生滿意度影響因素間的直接效應、間接效應以及總效應；第三，探討了模型對各類學生的普遍適用性以及學生個人基本屬性對滿意度測評模型的影響；最後，利用組合賦權法和灰色關聯分析法搭建一個高校第二課堂教育服務學生感知品質綜合評價模型，得到全部高校、6所高校的組合權重-關聯係數二維組合位勢簡圖。第四部分，在前文實證分析的基礎上，剖析提升高校第二課堂教育服務學生滿意度的路徑。
本文的主要結論是：學校形象對測評模型其他潛變數均有正向的總效應，僅對學生期望有直接效應，對學生滿意度的直接效應不顯著。學生期望對學生感知品質有直接正向效應，對學生感知價值有直接效應和間接效應，在間接效應中，學生感知品質作為仲介變數在其中扮演著重要的角色；學生期望對學生滿意度的直接效應不顯著，但是通過學生感知品質和學生感知價值兩個中介變數產生間接效應。學生感知品質對學生感知價值有直接效應，其各評價維度的貢獻度大小有所差異；學生感知品質對學生滿意度的間接效應主要通過學生感知價值仲介變數發揮作用；學生感知價值對學生滿意度有直接效應。本文提出的概念模型對各類學生樣本具有一定的普遍適用性。大學生個體基本屬性對測評模型中的各個潛變數具有不同程度的影響。
根據實證分析結論，高校應從第二課堂教育服務學生滿意度的測評軟硬體環境打造、諸多潛變數影響因素的持續關注兩大方面入手，逐步提高第二課堂教育服務學生滿意度。
Under the background of the popularization of higher education, the extracurricular activities satisfaction evaluation work has gradually become the focus of the teaching reform in Chinese mainland colleges. The existing extracurricular activities education service quality evaluation subjects mainly include regional education authorities, university functional departments, academic authorities and employers, The research on the student satisfaction evaluation model of the extracurricular activities education service in colleges, which is oriented to the needs of college students, is still very weak.
The main content of this paper is divided into four parts. The first part is theoretical research. On the basis of in-depth analysis and comment on the research hotspots of the extracurricular activities education service at home and abroad, the service attributes, characteristics, main contents and stakeholders of the extracurricular activities education are analyzed. Based on the theoretical analysis of the extracurricular activities education service quality and student satisfaction, the connotation of service quality and the gap analysis model of evaluation are analyzed, and the difference between the student satisfaction and extracurricular activities education service quality, as well as the practice value of evaluation. The second part is model research. Drawing on the typical customer satisfaction index model at home and abroad, this paper improves the design of a student satisfaction evaluation model for the extracurricular activities education service in colleges, and puts forward the relationship hypothesis between various latent variables, and selects the observed variables for each latent variable in the conceptual model taking into account the comparability of variables between different types of colleges. The third part is empirical analysis. Firstly, based on the student satisfaction data of 6 colleges in Fujian Province, the AMOS modeling tool was used to evaluate and correct the evaluation model, and a better model was obtained; Secondly, combined with the standardized path coefficients of each variable in the better model , it obtains the direct effect, indirect effect and total effect among the influencing factors of student satisfaction; Thirdly, the general applicability of the model to all kinds of students and the influence of the basic attributes of students on the satisfaction evaluation model are discussed. Finally, a comprehensive evaluation model of the perceived quality of students in the extracurricular activities education service in colleges is built by using the combined weighting method and the grey relational analysis method, and the two-dimensional combined potential diagram of the combined weight-correlation coefficient of all colleges and 6 colleges is obtained; The fourth part, on the basis of the previous empirical analysis, it analyzes the path to improve the students' satisfaction with the extracurricular activities education service in colleges.
The main conclusions of this paper are: school image has a positive total effect on other latent variables of the evaluation model, and only has a direct effect on student expectations, and has no significant direct effect on student satisfaction. Student expectations have a direct positive effect on students' perceived quality, and have direct and indirect effects on students' perceived value, in the indirect effect, students' perceived quality plays an important role as an intermediary variable; The direct effect of student expectations on student satisfaction is not significant, but there is an indirect effect through the two mediating variables of students' perceived quality and student's perceived value. Students' perceived quality has a direct effect on students' perceived value, and the contribution of each evaluation dimension is different; The indirect effect of students' perceived quality on student satisfaction is mainly through the mediator variables of students' perceived value; students' perceived value has a direct effect on student satisfaction. The conceptual model proposed in this paper has certain general applicability to all kinds of student samples. The individual basic attributes of college students have different degrees of influence on the latent variables in the evaluation model.
According to the conclusion of empirical analysis, colleges should start from two aspects: the establishment of software and hardware environment for the evaluation of student satisfaction in the extracurricular activities education, the continuous attention to many latent variables, and gradually improve the extracurricular activities education to serve students satisfaction.
白秋菊 (2020)。基於決策導向模式的大學第二課堂教學評價及品質提升研究。內蒙古財經大學學報，98(6)，51-55。

朱九思(1983)。高等學校管理。武漢市：華中工學院出版社。

安美忱、張衛國(2016)。高校第二課堂教育探析。教育探索, 5, 91-93。

朱秀志、張華(2012)。基於目標評價模式的第二課堂評價體系的構建。教育界，11，137-138。

李瀟君(2014)。課外活動：美國高校道德教育的重要載體。東北師大學報(哲學社會科學版)，2，146-150。

宋明江(2010)。系統論視野下大學生第二課堂育人體系構建新探。重慶高教，4，13-14。

李同果(2009)。高校第二課堂活動課程體系探討。教育評論，2，74-76。

吳菲、張君誠、 賴祥亮(2018)。基於CIPP模式下高校第二課堂評價體系的構建。遼寧科技學院學報，20(5)，48-50。

汪凱(2019)。高校第二課堂活動課程品質評價研究。山東農業工程學院學報，197(8)，179-180。

何大義, 劉建生(2000)。構建中國顧客滿意度指數(CCSI)的設想。標準科學，(10)，7-10。

李東進、楊凱、周榮海(2007)。消費者重複購買意向及其影響因素的實證研究。管理學報，4(5)，654-659。

房保俊、陳敏(2010)。工科本科教學品質學生滿意度影響因素分析。高等教育研究，6，78-83。

南琳芝(2017)。論績效考核在獨立學院大學生第二課堂活動效果評價體系構建的應用。人力資源管理，6，195-196。

孫偉彥(2019)。高職院校第二課堂現狀及對策研究——以河北省G職業學院為例。已出版之碩士論文，河北師範大學，石家莊市。

孫友然、楊淼、江歌 (2016)。基於結構方程的高校實踐教學滿意度模型構建研究。高教探索，1，74-81。

陳晨子(2020)。“第二課堂成績單”育人效果評價初探。中國共青團，11，50-52。

桑子軼、曹一菲(2019)。滿意度視角下大學生對第二課堂的需求分析——以上海電機學院高職學院為研究對象。湖北農機化，20，137-138。

徐霞、曹佳、林波、孫誠(2019)。關於應用型本科院校開展“第二課堂成績單”制度的滿意度調查。西部素質教育， 5(11)，153-154，157。

陳正昌、程炳林、陳新豐、劉子鍵(2003)。多變量分析方法：統計軟體應用(第3版)。臺北市：五南。

張倩、嶽昌君(2009)。高等教育品質評價與學生滿意度。中國高教研究，11，40-43。

張偉豪、鄭時宜(2012)。與結構方程模型共舞：曙光初現。新北市：前程文化。

喬靜芝、劉革生(2008)。利用第二課堂提高大學生的通用管理能力。中國高等教育，18，58-59。

彭巧胤(2011)。高校第二課堂課程建設的探索與思考。教育與職業，5，149-150。

湯煒慧、範麗娟(2016)。滿意度視角下大學生對第二課堂的評價及影響因素分析。林區教學，4，6-7。

黃芳銘(2007)。結構方程模式理論與應用(五版)。臺北市：五南。

楊清明、稅國洪、李志、遊濱(2003)。重慶高校學生滿意度的調查。探索，1，92-94。

楊曉明、龍文碧、呂路平、李虹、王曉曉(2015)。基於高校學生滿意度的教學品質評價研究——以北京科技大學為例。北京科技大學學報(社會科學版), 3， 102-113.

趙雄輝(2007)。試論大學生的高等教育服務消費者身份。江蘇高教，1，50-52。

趙耀華、韓之俊(2007)。基於結構方程的高校顧客滿意度模型。系統工程，25(11)，85-90。

鄭一敏、穀亞華(2020)。“互聯網+”背景下高校第二課堂運行有效性思考——以s大學為例。教育教學論壇，9，111-112。

廖策結(2015)。中等職業學校學生第二課堂活動有效管理研究——以廣安機電工業學校為例。出版之碩士論文，四川師範大學，成都市。

漆勇政(2004)。大學生課外活動品質評價要素探析。學校黨建與思想教育，4，60-61。

蔡克勇、馮向東(1988)。大學第二課堂。北京市：人民教育出版社。

劉朝霞、唐韡(2020)。高等藝術院校第二課堂課程化建設現狀分析——基於落實高校共青團“第二課堂成績單”制度的探索。教育觀察，9(41)，79-81。

劉俊學、李正輝、趙雄輝、周斌、劉景忠(2006)。大學生求學滿意度影響因素及其程度的實證研究。高等教育研究，27(11)，91-97。

劉慧、路正南 (2012)。 基於PLS路徑建模技術的中國高等教育學生滿意度測評研究。高教探索，2，30-36。

劉武、楊雪(2007)。中國高等教育顧客滿意度指數模型的構建。公共管理學報， 4(1)，84-84。

劉洪德、史竹青、於新宇(2010)。黑龍江省創新型中小企業成長環境評價研究。科技進步與對策，6，116-120。

鬍子祥(2011)。 高等教育服務品質均值結構模型構建及實證研究。復旦教育論壇，9(3)，27-32。

嚴豔、賴秋華、龔建文、李明希、崔靜、陳頌恩(2018)。大學生第二課堂開展情況調查——以廣州中醫藥大學為例。教育現代化， 5(17)，291-294。

Almasry, M., Kayali, Z., Alsaad, R., Alhayaza, G., Ahmad, M. S., Obeidat, A., & Abu-Zaid, A. (2017). Perceptions of preclinical medical students towards extracurricular activities. International Journal of Medical Education, 8, 285-289.

Ariane Díaz-Iso, Almudena Eizaguirre, & Ana García Olalla. (2019). Extracurricular activities in higher education and the promotion of reflective learning for sustainability. Sustainability, 11(17), 4521.

Athiyaman, A. (1997). Linking student satisfaction and service quality perceptions: the case of university education. European Journal of Marketing, 31(7), 528-540.

Anderson, E. W. , Fornell, C. , & Lehmann, D. R. (1994). Customer satisfaction, market share, and profitability: findings from sweden. Journal of Marketing, 58(3), 53-66.

Alves, H., & Raposo, M. (2007). Conceptual model of student satisfaction in higher education, Total Quality Management & Business Excellence, 18(5), 571-588.

Bartkus, K. R., Nemelka, B., Nemelka, M., & Gardner, P. (2012). Clarifying the meaning of extracurricular activity: A literature review of definitions. American Journal of Business Education (AJBE), 5(6), 693-704.

Brown-Liburd, H. L., & Porco, B. M. (2011). It’s what’s outside that counts: Do extracurricular experiences affect the cognitive moral development of undergraduate accounting students? Issues in Accounting Education, 26(2), 439-454.

Bean, J. P., & Vesper, N. (1994, November). Gender differences in college student satisfaction. Paper presented at the Annual Meeting of the Association for the Study of Higher Education, Tucson.

Bentler, P. M. & Bonett, D. G. (1980). Significance tests and goodness-of-fit in the analysis of covariance structures. Psychological Bulletin, 88, 588-606.

Bollen, K. A. (1989). Structure equations with latent variables. New York: John Wiley.

Chen, C.(2006). CiteSpace II: Detecting and visualizing emerging trends and transient patterns in scientific literature. JASIST, 57(3), 359-377.

Carlo, L., Michel, T., Esposito, V. V., & Yvesmarie, C.(2005). PLS path modeling. Computational Statistics&Data Analysis, 48, 159-205.

DiBiase, D. (2004). The impact of increasing enrolment on faculty workload and student satisfaction over time. Journal of Asynchronous Learning Networks, 8(2), 45-60.

Delaney, Marie, A.(2001). Assessing undergraduate education from graduating seniors' perspective: peer institutions provide the context. Tertiary Education & Management, 7(3), 255-276.

Diakoulaki, D., Mavrotas, G., & Papayannakis, L.(1995). Determining objective weights in multiple criteria problems: the critic method. Computers & Operations Research, 22(7), 763-770.

Doll, W. J., Xia, W., & Torkzadeh, G.(1994). A confirmatory factor analysis of the end-user computing satisfaction instrument. MIS Quarterly, 12(2), 259-274.

Ernawati, D. B. (2003). Stakeholders’ views on higher tourism education. Annals of Tourism Research, 30(1), 255-258.

Elliott, K. M. , & Healy, M. A.(2000). Key factors influencing student satisfaction related to recruitment and retention. Journal of Marketing for Higher Education, 10(4), 1-11.

Fares, J., Saadeddin, Z., Al Tabosh, H., Aridi, H., El Mouhayyar, C., Koleilat, M. K., … & El Asmar, K. (2016). Extracurricular activities associated with stress and burnout in preclinical medical students. Journal of Epidemiology and Global Health, 6(3), 177-185.

Frances M. Hill. (1995). Managing service quality in higher education: the role of the student as primary consumer. Quality Assurance in Education, 3, 10-21.

Fornell, C.(1992). A national customer satisfaction barometer: the swedish experience. Journal of Marketing, 56(1), 6-21.

Fornell, C., Johnson, Michael D., Anderson, E. W., Cha, J., & Bryant, B. E. (1996). The american customer satisfaction index: nature, purpose, and findings. Journal of Marketing, 60(4), 7-18.

Fornell, C., & Larcker, D. F.(1981). Evaluating structural equation models with unobservable variables and measurement error, Journal of marketing research, 18(1), 39-50.

Galloway, & Les (1998). Quality perceptions of internal and external customers: a case study in educational administration. Tqm Magazine, 10(1), 20-26.

García-Aracil A. (2009). European graduates' level of satisfaction with higher education. Higher Education, 57, 1-21.

Hartman, D. E., & Schmidt, S. L. (1995). Understanding student/alumni satisfaction from a consumer’s perspective: The effects of institutional performance and program outcomes. Research in Higher Education, 36(2), 197-217.

Hasan, H., & Ilias, A. (2008). Service quality and student satisfaction: a case study at private higher education institutions. International Business Research, 1(3), 163-175.

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E.(2010). Multivarite Data Analysis: A Global Perspective. Upper Sadder River, NJ:Prentice-Hall.

Johnson, Michael D., & Fornell, C.(1991). A framework for comparing customer satisfaction across individuals and product categories. Journal of Economic Psychology, 12(91), 267-286.

Jöreskog, K. G., & Sörbom, D.(1989). LISREL 7: A guide to the program and applications. Chicago: SPSS Inc.

Keser, F., Akar, H., & Yildirim, A. (2011). The role of extracurricular activities in active citizenship education. Journal of Curriculum Studies, 43(6), 809-837.

Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: Guilford.

Lam, L. W.(2012). Impact of competitiveness on salespeople's commitment and performance. Journal of Business Research, 65(9), 1328-1334.

Macfarlane, B., & Lomas, L. (1999). Stakeholder conceptions of quality in single company management education. Quality Assurance in Education, 7(2), 77-84.

Mcdougall, G., & Levesque, T. (2000). Customer satisfaction with services: putting perceived value into the equation. Journal of Services Marketing, 14(5), 392-410.

McDonald, R. P., & Ho, M. R.(2002). Principles and practice in reporting structural equation analysis. Psychological Methods, 7, 64-82.

MacCallum, R. C., & Hong, S. (1997). Power analysis in covariance structure modeling using GFI and AGFI. Multivariate Behavioral Research, 32, 193-210.

Mulaik, S. A., James, L. R., Altine, J. V., Bennett, N., Lind, S., & Stilwell, C. D. (1989). Evaluation of goodness-of-fit indices for structural equation models. Psychological Bulletin, 105(3), 430-445.

Marsh, H. W., & Hocevar, D. (1985). Application of confirmatory factor analysis to the study of self-concept: First- and higher order factor models and their invariance across groups. Psychological Bulletin, 97, 562-582.

Nowak, D., Ennigkeit, F., &Heim, C.(2020). Quality of extracurricular activities from the pupils' perspective - development and validation of a questionnaire. Zeitschrift fur padagogische psychologie, 1, 9-21.

Oliver, R. L.(1989). Processing of the satisfaction response in consumption: a suggested framework and research propositions. Acta Crystallographica, 38(4), 483-491.

Oliver, R. L.(1980). A cognitive model of the antecedents and consequences of satisfaction decisions. Journal of Marketing Research, 17(4), 460-469.

Pierce, B. K., Vandell, D. L., & Dadisman, K. (2005). Out-of-school settings as a developmental context for children and youth. Advances in Child Development & Behavior, 33(33), 43-77.

Parasuraman, A., Zeithaml, V. A., & Berry, L. L.(1985). A conceptual model of service quality and its implication for future research (servqual). Journal of Marketing, 49, 41-50.

Parasuraman, A., Zeithaml, V. A., & Berry, L. L.(1988). Servqual: a multiple-item scale for measuring consumer perceptions of service quality. Journal of Retailing, 64(1), 12-40.

Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40, 879-891.

Roulin, N., & Bangerter, A. (2013). Students’ use of extra-curricular activities for positional advantage in competitive job markets. Journal of Education and Work, 26(1), 21-47.

Rowley, J. (1997). Beyond service quality dimensions in higher education. Quality Assurance in Education, 5(1), 7-14.

Rhodes, C., & Nevill, A. (2004). Academic and social integration in higher education: A survey of satisfaction and dissatisfaction within a first-year education studies cohort at a new university. Journal of Further and Higher Education, 28(2), 179-193.

Richardson, J. T. (2005). Instruments for obtaining student feedback: A review of the literature. Assessment and Evaluation in Higher Education, 30(4), 387-415.

Rector, V. Y. (2002). A Comparative Examination of Student Satisfaction by Ethnicity at Historically Black and Predominately White Land-Grant Institutions. Published doctoral dissertation, Virginia Tech Electronic.

Sahney, S., Banwet, D. K., & Karunes, S. (2004). Conceptualizing total quality management in higher education. The TQM Magazine, 16(2), 145-159.

Sureshchandar, G. S., Rajendran, C. , & Anantharaman, R. N. (2002). The relationship between service quality and customer satisfaction--a factor specific approach. Journal of Services Marketing, 16(4), 363-379.

Saaty, T. L. (2013). Analytic Hierarchy Process. USA: John Wiley & Sons, Ltd.

Thomas, S.(2011). What drives student loyalty in universities: an empirical model from india. International Business Research, 4(2), 183-192.

Vilares, M. J., & Coelho, P. S. (2013). The employee-customer satisfaction chain in the ecsi model. European Journal of Marketing, 37(11/12), 1703-1722.

Vicente Safón. (2009). Measuring the reputation of top us business schools: a mimic modeling approach. Corporate Reputation Review, 12(3), 204-228.

Yang Joung, M. (2019). The effect of extracurricular activities and adaptation to college life on academic self-efficacy and academic achievement of undergraduates. Korean Journal of General Education, 13(4), 71-93.

Zhao, X. (2012). A review on service quality and student satisfaction of higher education. Advances in Intelligent and Soft Computing, 158, 115-122.


 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關書籍
 
無相關著作
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：373（臺灣：371，外國：2） ／ 本年度總使用人次：1541412 ／ 訪客人次（自102年09月）：67345496
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上