中文摘要
本研究旨在探討技職校院新生入學期望與校園經驗，研究問題包括：一、新生剛入學在學術投入、人際投入、校園活動融入、校園支持環境與學校認同的入學期望為何？二、不同學制、戶籍地、入學志願、入學方式、父母教育程度、父母職業、校內工讀期望、校外打工期望的新生在學術投入、人際投入、校園活動融入、校園支持環境與學校認同的入學期望之差異為何？三、實施新生定向輔導方案後，新生之學術投入、人際投入、校園活動融入、校園支持環境與學校認同的校園經驗為何？四、不同學制、戶籍地、入學志願、入學方式、父母教育程度、父母職業、校內工讀經驗、校外打工經驗、新生定向方案參與度，在學術投入、人際投入、校園活動融入、校園支持環境與學校認同的校園經驗之差異為何？五、新生定向輔導方案實施之建議為何？
本研究採用量性與質性研究法，量性研究採「技職校院新生期望量表」及「技職校院新生校園經驗量表」進行施測，以北部某技術學院之五專護理科、四技護理系、及二技護理系新生為研究對象，共計發出問卷1066份，回收1040份，有效問卷924份，問卷回收率86.68％。並進行焦點團體訪談、及個別訪談，以深入探討新生期望與新生定向方案後之校園經驗。
研究結果如下：
一、入學期望方面
（一）二技、四技或五專新生，均以校園支持環境的期望程度最高，校園活動融入的期望最低。
（二）四技生的入學期望皆高於五專、二技生，期望校內外工讀的新生的校園活動融入期望較高。
（三）入學條件中，申請入學新生、非校友新生、前三志願入學新生的學校認同期望較高。
（四）新生的父母親方面，母親為國中教育程度、父親職業為無技術人員的新生，學術投入期望較高；父親職業為無技術人員、母親職業為無技術人員的新生，學校認同期望較高。
二、校園經驗方面
（一）二技、四技或五專新生，校園活動融入的經驗均為最少。
（二）二技新生的學術投入經驗較四技、五專新生高，校園活動融入經驗、校園支持環境經驗與學校認同經驗皆較四技、五專新生低。
（三）戶籍在台灣南區新生的學術投入經驗較高；北區新生的學校認同經驗較高；母親國中教育程度新生的校園活動融入經驗較高；前三志願入學新生的學術投入經驗、人際投入經驗、校園活動融入經驗、學校認同經驗皆較高。
（四）參與校內工讀經驗新生的學術投入經驗、人際投入經驗較高；參與校外打工經驗新生的校園活動融入經驗較高；新生定向方案參與度極高的新生，各項校園經驗皆最高。
研究結果提供學校相關單位人員重視不同學制新生期望的了解，擬定切合新生所需之新生定向輔導方案，以協助新生能獲得更多面向的校園經驗，以協助對新階段校園生活的適應、學習與發展。
關鍵字：技職校院、新生、新生定向輔導、期望、校園經驗、學術投入、人際投入、校園活動融入、校園支持環境、學校認同

Abstract
This research aims at probing into the entrance school expectations and the campus experiences of new students of technological institutes. The research questions include:
（1）What were the entrance school expectations in academic involvement , social involvement, campus activity engagement, campus supporting environment and school identification of the new students?
（2）What were the differences in the entrance school expectations in academic involvement , social involvement, campus activity engagement , campus supporting environment and school identification of different educational system, registered permanent residence, entrance wish, entrance school way, parents' education degree, parents' job, working inside school expectations, working outside school expectations?
（3）What were the campus experiences in academic involvement , social involvement, campus activity engagement, campus supporting environment and school identification of the new students?
（4）What were the differences in the campus experiences in academic involvement , social involvement, campus activity engagement, campus supporting environment and school identification of different educational system, registered permanent residence, entrance wish, entrance school way, parents' education degree, parents' job, working inside school experiences, working outside school experiences?
（5）What is the suggestion that the orientation program is implemented?
This research used quantitative and qualitative methods. By using the institute new student expectations questionnaire and the institute new student experiences questionnaire for instrument. The new students of the technological institute in north Taiwan are chosen as the objects of the study. This research sent out 1066 questionnaires, recover 1040, effective questionnaires were 924, the questionnaire recovery is 86.68%. Then, carry on focus group interview and specific interview in order to probe into new students’ entrance expectations and the campus experiences after new students' orientation programs.
The results of study are as following:
1. The entrance expectations aspect
(1) No matter the new students of different educational programs the expectations of campus supporting environment are the highest, and campus activity engagement are the lowest.
(2) All dimensions of the entrance school expectations of the new students of 4-year technological program are the highest then of 5-year or 2-year technological programs. The campus activity engagement expectations of the new students that expect working inside or outside the school are higher.
(3) In entrance school qualification aspect, the expectations of school identification of the new students entering school by application, or of the new students are not alumnus, or of the new students entering school in the three first wishes are higher.
(4) In the parents of new students aspect, the academic involvement expectations of new students whose mothers of the junior high school education degree or whose fathers are the first kind occupation as non-technical staffs are higher. The school identification expectations of new students whose parents are the first kind occupation as non-technical staffs are higher.
2. The campus experiences aspect
(1) No matter the new students of different educational programs, the campus experiences of campus activity engagement are the lowest.
(2) The campus experiences of academic involvement of the new students of 2-year technological program are the highest than of the new students of 5-year or 2-year technological programs. The campus experiences of campus activity engagement, campus supporting environment, and school identification of the new students of 2-year technological program are the lowest than of the new students of 5-year or 2-year technological programs.
(3) The academic involvement experiences of new students who come from the south district of Taiwan are higher. The school identification experiences of new students who come from the north district of Taiwan are higher. The campus experiences of campus activity engagement of new students whose mothers of the junior high school education degree are higher. The campus experiences of academic involvement, social involvement, campus activity engagement and school identification of new students entering school in the three first wishes are higher.
(4) The academic involvement and social involvement experiences of the new students that worked inside the school are higher. The campus activity engagement experiences of the new students that worked outside the school are higher. All aspects of campus experiences of new students of the highest group of orientation program participating degree are the highest.
The results of study offer staffs of relevant units of the schools to pay attention to understand the expectations of new students of different educational system. To design appropriate orientation programs in order to help new students can have better campus experiences that need to draft, in order to help the adaptation, learning and development of the new stage of the campus life.
Key words: Institute, new students, orientation program, entrance school expectation, campus experience, academic involvement, social involvement, campus activity engagement, campus supporting environment, school identification

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