體育課賦權和削權動機氣候量表之中文化與修訂

The development of Chinese-version empowering and disempowering motivational climate questionnaire in physical education

10.6222/pej.202109_54(3).0004

東方介德(Jieh-Der Dong Fang)；鄧碧珍(Pi-Cheng Teng)；季力康(Li-Kang Chi)

成就目標理論 ； 自我決定理論 ； 體育課 ； 驗證性因素分析 ； achievement goal theory ； self-determination theory ； physical education ； confirmatory analysis

體育學報

54卷3期（2021 / 09 / 01）

243 - 258

繁體中文

緒論：本研究依據Duda（2013）將成就目標理論結合自我決定理論所發展的理論基礎，主要目的為編製一份具有信度及效度並適合測量大學生參與體育課所知覺教師塑造的賦權動機氣候和削權動機氣候的工具。方法：本研究採用調查法，包含三階段。第一階段以Milton等（2018）發展的體育課賦權和削權動機氣候為藍本進行中文版題目編製。第二階段預試259名大專體育課學生為研究對象，採用探索性因素分析建立因素結構、題目鑑別度與內部一致性。第三階段正式施測499名大專體育課學生為研究對象，使用驗證性因素分析，進行信效度檢驗，再以內在動機和樂趣作為效標，檢驗賦權和削權動機氣候內在動機和樂趣的預測力。結果：探索性因素分析結果量表共有二個因素，分別為賦權動機氣候與削權動機氣候，共計34題，總解釋變異量為61.04%，顯示量表具有因素效度，有良好的內部一致性、驗證性結果顯示整體測量模式達到可接受的整體適配標準。結論：本量表具有良好的內部一致性係數、因素效度與效標關聯效度，可應用在大學體育課中，測量教師塑造賦權和削權動機氣候的工具，並提供未來大學生參與體育課動機相關研究的工具。

Introduction: Based on the hierarchical conceptualization of the motivational climate that derives from self-determination and achievement goal theories (Duda, 2013), the purpose of this study was to develop a Chinese-version Empowering and Disempowering Motivational Climate Questionnaire (EDMCQ) to measure the empowering and disempowering motivational climate created by teachers in college physical education. Methods: The present research adopted a survey method with three procedures. In procedure one, the original EDMCQ (Milton et al., 2018) was translated into Chinese. Two hundred and fifty-nine college students in physical education classes were recruited to participate in the pilot study. In procedure two, exploratory factor analysis (EFA) was used to examine the factorial structure, item discrimination, and internal consistency of the questionnaire. In procedure three, the formal questionnaire was distributed to 499 college students in physical education. Confirmatory factor analysis (CFA) was applied to examine the reliability and validity. Framed within empowering and disempowering motivational climates, intrinsic motivation and enjoyment were used to assess predictive validity. Results: The results of exploratory factor analysis showed a two-factor empowering and disempowering motivational climate questionnaire with 34 items, one item was deleted due to cross-loading. Two factors accounted for 61.04% of the total explained variance. Additionally, the result of the confirmatory factor analysis of the overall index model was found to be an acceptable overall fit. Conclusion: The results of this study indicated that the Chinese-version EDMCQ in physical education showed good coefficients of internal consistency, factorial validity, criterion-related validity, which could be a valuable tool in measuring instructor-created motivational correlates in collegiate physical education.

1. 林季燕, C. Y.,季力康, L. K.(2003)。運動動機量表之編製：信度與效度分析。臺灣運動心理學報，2，15-32。
   連結：
2. 郭哲君, C. C,鄭志富, C. F.(2013)。題項包裹法於結構方程模式分析中的應用：臺灣體育與運動學術研究之分析與探討。體育學報，46(4)，429-441。
   連結：
3. 劉義群, Y. C.,季力康, L. K.,馮麗花, L. H.(2004)。體育課學生知覺動機氣候、內在動機與滿意度之研究。國立體育學院論叢，15(1)，187-200。
   連結：
4. Ames, C.,Archer, J.(1988).Achievement goals in the classroom: Students learning strategies and motivation processes.Journal of Educational Psychology,80(3),260-267.
5. Appleton, P.,Ntoumanis, N.,Quested, E.,Viladrich, C.,Duda, J. L.(2016).Initial validation of the coach-created empowering and disempowering motivational climate questionnaire (EDMCQ-C).Psychology of Sport and Exercise,22,53-65.
6. Bagozzi, R. P.,Yi, Y.(1988).On the evaluation of structural equation models.Journal of Academic of Marketing Science,16,76-94.
7. Balaguer, I.,González, L.,Fabra, P.,Castillo, I.,Mercé, J.,Duda, J. L.(2012).Coaches' interpersonal style, basic psychological needs and the well- and ill-being of young soccer players: A longitudinal analysis.Journal of Sports Sciences,30(15),1619-1629.
8. Bangsbo, J.,Krustrup, P.,Duda, J.,Hillman, C.,Andersen, L. B.,Weiss, M.,Elbe, A.M.(2016).The Copenhagenconsensus conference 2016: Children, youth, and physical activity in schools and during leisure time.British Journal of Sports Medicine,50(19),1177-1178.
9. Bartholomew, K.,Ntoumanis, N.,Thøgersen-Ntoumani, C.(2010).The controlling interpersonal style in a coaching context: Development and initial validation of a psychometric scale.Journal of Sport & Exercise Psychology,32(2),193-216.
10. Brislin, R.(1970).Back-translation for cross-cultural research.Journal of Cross-Cultural Psychology,1(3),185-216.
11. Butler, R.(1987).Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance.Journal of Educational Psychology,79,474-482.
12. Cheval, B.,Chalabaev, A.,Quested, E.,Courvoisier, D. S.,Sarrazin, P.(2017).How perceived autonomy support and controlling coach behaviors are related to well- and ill-being in elite soccer players: A within-person changes and between-person differences analysis.Psychology of Sport and Exercise,28,68-77.
13. Deci, E. L.,Connell, J. P.,Ryan, R. M.(1989).Self-determination in a work organization.Journal of Applied Psychology,74(4),580-590.
14. Deci, E. L.,Ryan, R. M.(1985).Intrinsic motivation and self-determination in human behavior.New York, NY:Plenum Press.
15. Deci, E. L.,Ryan, R. M.(1991).Amotivational approach to self: Integration in personality.Nebraska symposium on motivation: Perspectives on motivation,Lincoln, NE:
16. Deci, E. L.,Ryan, R. M.(2000).The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior.Psychological Inquiry,11(4),227-268.
17. Duda, J. L.(2013).The conceptual and empirical foundations of empowering coaching™: Setting the stage for the PAPA project.International Journal of Sport and Exercise Psychology,11(4),311-318.
18. Duda, J. L.,Papaioannou, A.,Appleton, P. R.,Quested, E. J.,Krommidas, C.(2014).Creating adaptive motivational climates in sport and education.Routledge companion to sport and exercise psychology,New York:
19. Hair, J. F., Jr.,Anderson, R. E.,Tatham, R. L.,Black, W. C.(1998).Multivariate 33 and data analysis with reading.New York:Maxwell MacMillan International.
20. Hair, J. F.,Black, W. C.,Babin, B. J.,Anderson, R. E.(2010).Multivariate data analysis: A global perspective.Upper Saddle River, NJ:Pearson Prentice Hall.
21. Hu, L.,Bentler, P. M.(1999).Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives.Structural Equation Modeling: A Multidisciplinary Journal,6(1),1-55.
22. Little, T. D.(1997).Mean and covariance structures (MACS) analyses of cross-cultural data: Practical and theoretical issues.Multivariate Behavioral Research,32(1),53-76.
23. Liu, J.,Xiang, P.,Lee, J.,Li, W.(2017).Developing physically literacy in k-12 physical education through achievement goal theory.Journal of Teaching in Physical Education,36(3),292-302.
24. Mayorga-Vega, D.,Viciana, J.(2014).Adolescents’ physical activity in physical education, school recess, and extra-curricular sport by motivational profiles.Perceptual and Motor Skills,118(3),663-679.
25. Milton, D.,Appleton, P. R.,Bryant, A.,Duda, J. L.(2018).Initial validation of the teacher-created empowering and disempowering motivational climate questionnaire in physical education.Journal of Teaching in Physical Education,37(4),340-351.
26. Morgan, K.(2017).Reconceptualizing motivational climate in physical education and sport coaching: An interdisciplinary perspective.Quest,69(1),95-112.
27. Nicholls, J. G.(1984).Achievement motivation: Connections of ability, subjective experience, task choice and performance.Psychological Review,91,328-346.
28. Nicholls, J.G.(1989).The competitive ethos and democratic education.Cambridge, MA:Harvard University Press.
29. Ntoumanis, N.(2001).A self-determination approach to the understanding of motivation in physical education.British Journal of Educational Psychology,71,225-242.
30. Pelletier, L. G.,Fortier, M. S.,Vallerand, R. J.,Tuson, K. M.,Brière, N. M.,Blais, M. R.(1995).Toward a new measure of intrinsic motivation, extrinsic motivation, and amotivation in sports: The Sport Motivation Scale (SMS).Journal of Sport & Exercise Psychology,17,35-53.
31. Reed, J.,Ones, D.S.(2006).The effect of acute aerobic exercise on positive activated affect: A meta-analysis.Psychology of Sport and Exercise,7,477-514.
32. Roberts, G. C.(Ed.)(1992).Motivation in sport and exercise.Champaign, IL:Human Kinetics.
33. Ryan, R. M.(1982).Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory.Journal of Personality and Social Psychology,43,450-461.
34. Smith, N.,Tessier, D.,Tzioumakis, Y.,Fabra, P.,Quested, E.,Appleton, P.,Duda, J. L.(2016).The relationship between observed and perceived assessments of the coach-created motivational environment and links to athlete motivation.Psychology of Sport and Exercise,23,51-63.
35. Standage, M.,Duda, J. L.,Ntoumanis, N.(2003).A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions.Journal of Educational Psychology,95,97-110.
36. Torkzadeh, G.,Koufteros, X.,Pflughoeft, K.(2003).Confirmatory analysis of computer self-efficacy.Structural Equation Modeling,10(2),263-275.
37. Vandenberg, R. J.,Lance, C. E.(2000).A review and synthesis of the measurement invariance literature: Suggestions, practices, and recommendations for organizational research.Organizational Research Methods,3(1),4-70.
38. Wassenaar, T. M.,Wheatley, C. M.,Beale, N.,Salvan, P.,Meaney, A.,Possee, J. B.,Johansen-Berg, H.(2019).Effects of a programme of vigorous physical activity during secondary school physical education on academic performance, fitness, cognition, mental health and the brain of adolescents (fit to study): Study protocol for a cluster-randomized trial.Trials,20(1),189.
39. 吳明隆, M. L.(2007).結構方程模式-AMOS 的操作與應用.臺北市=Taipei City:五南圖書=Wunan Books.
40. 季力康, L. K.(1994)。運動目標取向量表的建構效度－驗證性因素分析的應用。體育學報，18，299-309。
41. 張偉豪, W. H.(2011).SEM 論文寫作不求人.臺北=Taipei City:鼎茂圖書=Tingmao Books.
42. 教育部體育署, Ministry of Education(2013).體育運動政策白皮書.臺北市=Taipei City:作者=Author.
43. 許自雄, T. H.(2020)。臺北市=Taipei City，國立臺灣師範大學=National Taiwan Normal University。
44. 陳巧穎, C. Y.(2018)。臺北市=Taipei City，國立臺灣師範大學=National Taiwan Normal University。
45. 蔡宜廷, Y. T.(2018)。臺北市=Taipei City，國立臺灣師範大學=National Taiwan Normal University。

1. 蔡書涵,林孟賢,東方介德,王家閔(2023)。體育課融入賦權、削權動機氣候對個人與社會責任之影響。中原體育學報，21，55-66。
2. (2024)。運動場域中賦權與削權動機氣候的學理發展與特徵。大專體育，168，1-14。