服務學習於高等教育中推行有年，是提供多元學習管道之一，而服務學習的核心「反思」為服務學習成敗之重要指標，但國內尚無發展標準化之評量。有鑒於此，本研究包含兩項主要目的：首先，依據Kolb提出的學習循環理論發展反思量表，以期達成正確測量服務學習中之內涵。其次，服務學習的經驗促發學習所產生的效益與參與類型及參與時間長短有關，而且經文獻回顧發現服務學習的部分功能與公民態度及參與內涵相呼應，故本研究將探討參與服務學習之類型及時間、反思、自我肯定對公民態度及投入之影響效應，並以巢式迴歸技術分析所搜集之數據。研究結果發現，當納入參與服務學習類型以及參與服務學習時間後，自我肯定對於公民態度與公民參與都具有正向影響。再者，四種服務學習反思中，具體經驗、反思觀察、抽象概念正向影響公民態度；而只有反思觀察與實作經驗正向影響公民參與。 As an interdisciplinary program, service-learning has been an integral part of the Taiwanese higher education curriculum for numerous years. Specifically, reflection is a critical factor of the service-learning process and an important factor determining its level of success. However, there are few empirical studies focusing on measurement of reflection and effects of service-learning in Taiwan. Therefore, this study has two main purposes. First, to develop a measurement of reflection based on Kolb's theoretical viewpoints. Secondly, the impact of participation in service-learning on students' behavior in relation to different types of service-learning programs and the duration of service. Through literature review, participation in service-learning may be related to the development of students' civic attitudes and engagement. This study attempts to find out whether different types of service-learning programs, duration of service, reflection, and self-confidence are related to civic attitudes and engagement. Nested regression is used to analyze the collected data. The results show that after including the variables of different types of service-learning programs and duration of service, self-confidence has effect on civic attitudes and engagement. Moreover, concrete experience, reflective observation, and abstract conceptualization are related to civic attitudes. However, only reflective observation and active experimentation have influence on civic engagement.
