知覺教練自主支持與主觀幸福感的關係：國高中體育班學生同儕動機氣候的中介效果

Relationship between perceived autonomy support from coach and subjective well-being: The mediating role of peer motivational climate

10.6634/JPSS-CCU.201606.23.04

陳思羽(Szu-Yu Chen)；張文馨(Wen-Shin Chang)；季力康(Li-Kang Chi)

工作取向 ； 自我取向 ； 中介分析 ； task-oriented ； ego- oriented ； mediation analysis

文化體育學刊

23輯（2016 / 09 / 01）

35 - 48

繁體中文

目的：本研究以社會環境因子觀點探討教練自主支持、同儕動機氣候與選手主觀幸福感的關係，並檢視同儕動機氣候對選手知覺教練自主支持和主觀幸福感關係間的中介效果。方法：本研究參與者為國高中體育班青少年運動選手，共730名（男生489名，女生241名），平均年齡約為15.11歲(SD=1.67)。本研究採用問卷調查法，經受試者同意後，請選手填寫教練自主支持量表、同儕動機氣候量表和主觀幸福感量表。結果：本研究有兩個主要發現，第一，教練自主支持、同儕工作取向和主觀幸福感之間都呈現正相關。第二，教練自主支持與同儕工作取向都可以正向預測主觀幸福感。以徑路分析檢驗同儕動機氣候對選手知覺教練自主支持和主觀幸福感之中介效果，結果顯示教練自主支持會可以直接預測主觀幸福感或可以透過同儕工作取向預測主觀幸福感。結論：知覺教練自主支持可以使同儕間塑造強調互相合作的自我取向環境，並進一步提升青少年運動員的主觀幸福感。

Purpose: The present research used social interpersonal perspective to examine the relationship between coach autonomy support, peer motivational climate and subjective well-being. Moreover, in this study we were interested in understanding the mediating role of peer motivational climate between perceived coach autonomy support and subjective well-being. Methods: The participants were 730 athletes from collegiate team (489 males, 241 females) in Taipei. The average age was about 15.11 (SD=1.67) years old. With the participants' agreement, they completed perceived coach autonomy support questionnaires, peer motivational climate questionnaires and subjective well-being. Results: There were two main results in this study. First, there were positive correlation among coach autonomy support, peer task-oriented climate and subjective wellbeing. Second, both coach autonomy support and peer task-oriented climate can positively predict subjective well-being; furthermore, the effects between coach autonomy support and subjective well-being were partially mediated by peer task-oriented climate. In other words, coach autonomy support could directly predicted subjective well-being. Furthermore, coach autonomy support could predict peer task-oriented climate, and further enhance subjective well-being. Conclusion: Coach autonomy support environment can create peer task-oriented environment which is emphasizes mutual collaboration, and further enhance subjective well-being of young athletes.

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