本研究探討臺灣大學生參與服務學習與社會關懷能力之關聯性。本研究目的：（一）瞭解大學生參與服務學習與社會關懷能力之現況；（二）瞭解大學生參與服務學習之類型及參與動機與大學生社會關懷能力之關聯性；（三）瞭解大學生
參與服務學習之時間長短與社會關懷能力之關聯性；（四）瞭解服務學習主軸元
素與大學生社會關懷能力之關聯性；（五）瞭解大學生參與不同類型之服務學習
與社會關懷能力之關聯性是否存在著性別差異。本研究以臺灣地區之大專院校學生為取樣範圍，並採分層隨機抽樣，抽取四十一所學校，共1,113名大學生。將其所得資料以描述統計、皮爾森積差相關及多元迴歸分析之巢式迴歸模型技術等統計方法，進行資料處理及分析。
本研究結果顯示：（一）就服務學習課程類型而言，學校社團及其他參與動機，皆與社會關懷能力三構面成正相關；校內選修參與動機，與行動能力及社會關懷能力成正相關；校內必修參與動機，與社會關懷能力三構面無相關性（二）服務學習參與時間與社會關懷能力三構面呈正相關；（三）服務學習主軸元素：反思及自我肯定，皆與社會關懷能力三構面呈正相關；（四）置入反思及自我肯定後，學校社團類型之參與動機，在社會關懷能力三構面之關聯性消失；校內必修類型之參與動機皆與社會關懷能力三構面之關聯性不變；校內選修類型之參與動機，與行動能力及社會關懷能力關聯性消失，而與同理心之關聯性不變；其他類型之參與動機與行動能力及社會關懷能力關聯性消失，而與同理心之關聯性不變；（五）納入控制變項性別後，各自變項與社會關懷能力三構面之關聯性不變。最後，據此實證結果進行探討並提出建議，以供未來服務學習之課程實施及相關研究參考。

The present study was to investigate the relationship between participation in different types of service-learning and caring ability for college students.The goals of this study was to: (a) understand the current situation of the university students’ participation in different types of service-learning and caring ability; (b) find out the relationships between the motivation of participation in different types of service-learning and caring ability of university students; (c) realize the relationships between the time of participated in service-learning and caring ability of university students; (d) understand the relationships between the core elements of service-learning and caring ability of university students; (e) find out after controling the impact of gender, the relationships between participation in service-learning and caring ability whether were changed or not; (f) provide some suggestions based on the findings. In this study, the sample consisted of 1,113 university students from forty-one schools in Taiwan. Statistical analyses included descriptive statistics, correlation analysis, and nested regression model analysis.
The major findings were summarized as follows: (a) the motivations of participate in and other type of service-learning were significantly related to three dimensions of caring ability; the motivations of participate in elective subject service-learning was not significantly related to action competence and caring ability; the motivation of participate in compulsory subject was not significantly related to three dimensions of caring ability; (b) the time of participated in service-learning was significantly related to three dimensions of caring ability; (c) reflection and self-affirmation were significantly related to three dimensions of caring ability; (d) when reflection and self-affirmation were included, the significant relationship of the motivations of participate in extracurriculum among three dimensions of caring ability were changed; the significant relationship of the motivations of participate in compulsory subject among three dimensions of caring ability were not changed; the significant relationship of the motivations of participate in elective subject among action competence and caring ability were changed; the significant relationship of other type of participate in service-learning among were action competence and caring ability were changed; (d) when control variable was included, the relationship between all independent variables and three dimensions of caring ability was remain.
Finally, based on these results, this study also provides some suggestions that could help the implementation of service-learning and be a reference to future researchers.

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