| 摘要: | 近年來，志願服務的風氣盛行於兩岸，各部門與團體都在推廣相關活動，參與志願服務的人口持續增長，其中18-29歲為參與志願服務最多的族群，因此本研究以台北市與北京市的六所大專院校參與過志願服務的學生為研究對象，針對他們的參與經驗分別進行深入訪談。本研究共有三項研究目的：(一)分析兩岸的公民社會發展背景對大學生參與志願服務的影響；(二)比較台北市與北京市共六所大學，學生參與志願服務的參與經驗；(三)比較兩市六所大學的學生參與志願服務內容異同之處(參與動機、參與內容與持續參與行為)。
研究結果發現，(一)在兩岸不同的公民社會發展之下，學生參與志願服務的內涵也有所不同。台灣公民社會的高度自主性顯現在學生參與活動中，學生參與的團體大都是學生社團或與NGO合作；反觀中國大陸學生大都是參與學校主辦或配合黨、國政策的相關活動。(二)參與動機共同點：追求自我的成長與目標、因為親朋好友的推薦而加入；相異處：中國大陸學生大都是為了符合學校的規定而參與、中國大陸學生多數認為可藉此獲得獎補助機會。(三)參與內容共同點：以校內活動或團體為主、校外為輔；相異處：台灣學生參與之團體以學生社團為主，且會與校外NGO合作，中國大陸學生大都是參與政府、校方或黨的組織。另外，台灣學生參與活動大都是長期參與或合作，中國大陸則是短期任務為主。(四)持續參與行為共同點：在服務中感受到自我的價值、在服務中學習成長、人際關係與溝通能力提升；相異處：台灣學生大都在以往已經有志願服務經驗、中國大陸學生因為獎勵因素更願意投入志願服務。
兩岸大學生在參與志願服務行為中，如交換理論所述，對自我的付出都期望可以獲得某些代償或資源，而中國大陸的學生更期望在這樣的交換中獲得實際的報酬。在人力資本的概念下，中國大陸更積極的培訓學生，希望利用這些學生再進行國家任務的推廣。兩岸學生在滿足自我需求的層次上由於環境與背景各有不同，但是可以發現他們都在一步步實現自我的需求中。
In recent years, volunteer service has become prevailing cross straits, with every sector and group promoting related activities, and the volunteer population increase steadily between the age of 18-29. Therefore, the study took students out of six universities from Taipei and Beijing, compared their participating experiences by in-depth interviews respectively.
There are three purposes of study in this research: (1)To analyze the influences of different civil society development on college students participation in volunteer service; (2)To compare the participation experiences of volunteer service among students; (3)To distinguish the content of volunteer participation among students and find out what is in common(the motivation of participation, the content of participation and constant participation behavior).
The result of the study shows that: (1)With the different civil society development in cross straits, the content of students’ participation in volunteer service is not the same. The high autonomy of Taiwan’s civil society reveals in students’ participation in activities with those groups mostly composed of students’ clubs or cooperated with NGOs; by contrast, students from Mainland China mostly take part in activities hosted by the school, or join related activities held by the CCP and nation. (2)The common aspects in motivation of participation: to pursue their own growth and goals, and join by the recommendations of relatives and friends; the different aspects: students from Mainland China mostly join in order to live up to the regulations of school, and most of them think they can get financial subsidy by this. (3)The common aspects in participation content: campus activities or groups are the major part, while off-campus ones are the minor part; the different aspects: those groups Taiwanese students join are mostly students’ clubs, and they will cooperate with off-campus NGOs, while students from Mainland China primarily join organizations of the government, the school or the CCP. In addition, Taiwanese students mostly engage in long-term participation or cooperation, while students from Mainland China mostly join short-term tasks. (4)The common aspects in continuous participation behavior: to achieve self-worth through social services, to learn self- growth through social services, and to enhance interpersonal relationship and communication abilities; the different aspects: most Taiwanese have had experiences of volunteer in the past, while students from Mainland China are more willing to devote themselves to volunteer for incentives.
In the participation behavior of volunteer service, college students from cross straits, as stated in exchange theories, all look forward to gaining some compensation or resources for their own efforts; especially for those students from Mainland China, they are more eager to obtain actual reward in exchange. Under the concept of human capital, Mainland China is training their students more positively, hoping to use these students as promoters of national missions. When it comes to the level of satisfying ego needs, students from cross-straits may differ owning to their environments and backgrounds, yet the fact can be found that they all moving forward step by step toward self-actualization. |
