本研究之研究目的為：（一）了解大學生參與服務學習課程與社會問題解決能力之現況；（二）了解大學生參與服務學習課程類型與社會問題解決能力之關聯性；（三）了解大學生參與服務學習之時間長短與社會問題解決能力之關聯性；（四）了解服務學習課程核心元素與大學生社會問題解決能力之關聯性（五）根據研究結果提出建議，作為服務學習與社會問題解決能力之發展以及未來研究的參考。本研究採問卷調查法，以臺灣大學生為研究對象，採分層隨機抽樣方式，抽取三十七所學校共981名大學生，再將所得資料以描述性統計、皮爾森積差相關與多元迴歸之巢式模型技術等統計方法進行資料處理與分析。
本研究結果顯示：（一）服務學習參與類型中，以社團服務學習之社會問題解決能力關聯性為最高，程度上也較其他服務學習參與類型來得較佳；（二）參與時間與反思及互惠呈現正相關；（三）參與時間與社會問題解決能力呈現正相關；（四）反思及互惠與社會問題解決能力呈現正相關；（五）置入參與時間、反思及互惠後，服務學習參與類型對社會問題解決能力之關聯性皆消失。最後，據此一實證結果進行討論並提出建議，以供服務學習的實施及未來研究參考。

The goals of this study was to: (a) understand the current situation of the university students’ participation in different types of service-learning and social problem solving ability; (b) find out the relationships between the university students’ participation in different types of service-learning and social problem solving ability; (c) realize the relationships between the time of participated in service-learning and social problem solving ability of university students; (d) understand the relationships between the core elements of service-learning and social problem solving ability of university students; (e) provide some suggestions based on the findings. In this study, the sample consisted of 981 university students from thirty-seven school in Taiwan. Statistical analyses included descriptive statistics, correlation analysis, and nested regression model analysis.
The major findings were summarized as follows: (a) In the types of participataion in service-learning, community service learning is the highest relevance of social problem solving ability, and the degree of social problem solving ability is more better than other types of participataion in service-learning. (b) the time of participated in service-learning was significantly related to reflection and reciprocity. (c) the time of participated in service-learning was significantly related to social problem solving ability. (d) reflection and reciprocity were significantly related to social problem solving ability. (e) when the time of participated in service-learning and reflection and reciprocity were included, the significant relationships of participataion in service-learning and social problem solving ability were changed.
Finally, based on these results, this study provides some suggestions that could help the implementation of service-learning and be a reference to future researchers.

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