獎補助資源投入與經濟或文化不利學生學業表現之關聯：以某私立大學為例

本研究以縱貫資料分析2018-2022年度案例學校所提供之完善就學協助機制，包含學業進步獎助、課業輔導獎補助、心理諮商輔導補助、職涯輔導獎助等與學生學業表現之關聯。2018-2022年度橫跨106學年度第二學期至111學年度第一學期，依據案例學校登記在案的經濟或文化不利學生共計有4,532名，其中685名取得前述補助。研究結果顯示，輔助學生學習的課業輔導獎補助、鼓勵學生精進的學業進步獎助，以及與未來就業發展息息相關的職涯輔導獎助皆與學生學業成績有顯著關聯，心理諮商與學業表現的直接關聯較少。案例學校「提升高教公共性，完善就學協助機制」執行三年之後，獲得獎補助的學生學業成績表現逐漸由較差轉變至較優，高等教育深耕計畫展露成效。This study examined the relationship between various economic aid programs provided by a private university for disadvantaged students and their academic performance, utilizing longitudinal data from 2018 to 2022. The aid programs included the Progress Award for Academic Improvement, the Academic Counseling Guidance, the Psychological Counseling Grant, and the Career Development Grant. The total number of disadvantaged students registered at this university for the five academic years was 4,532 (excluding duplicates). Among them, 685 students participated in these programs. The findings revealed that the Academic Counseling Guidance, Progress Award for Academic Improvement, and Career Development Grant were significantly associated with enhanced academic performance. In contrast, the association between the Psychological Counseling Grant and academic performance was less direct. After three years of implementing the “Promotion of Higher Education Publicity Program,” the academic performance of students who received aid gradually improved from poor to good, highlighting the effectiveness of the Higher Education Sprout Project.