本研究目的為探討大學生參與服務學習融入聯課活動的實施品質、學生服 務投入及其學習成果之關係，並檢視學生服務投入是否扮演中介機制的角色， 了解學生主動投入社區及由做中學的翻轉學習成效。研究以一所公立大學暑假 參與服務學習融入聯課活動學生為對象，共181 名，運用問卷調查收集資料。 資料分析以結構方程模式（structure equation modeling）檢驗模式適配度與影響 效果。研究結果發現，本研究建構之分析模式與實際資料適配度良好，課程實 施品質、學生服務投入及學習成果具顯著直接效果，且所有變項對學習成果解 釋力為53%。學生服務投入對課程實施品質與其學習成果具有中介效果。歸納 研究結果提供大學校院開設服務學習融入聯課活動課程，促進學生學習成果之 建議。

This study aims at exploring the relationships among implementing quality, student involvement, and learning outcomes, and further exams the mediating effect of student involvement on the impact of implementing quality to learning outcomes. The subjects, 181 in total, are the students from a public university, participating the co-curricular service-learning in a summer vacation. Questionnaires were used to collect data, and the Structural Equation Modeling (SEM) was used to analyze the fitness of model and the impact paths. The findings are as follows: The fitness of model is good and the direct effects among implementing quality, student involvement, and learning outcomes are significant, with an exploration power (R2) reaching 53%. The student involvement has the mediating effect on the impact of implementing quality to learning outcomes. Finally, some suggestions for colleges to implement a high quality service-learning program are presented.