大學休閒水肺潛水課程參與者學習歷程的心流體驗與情緒經驗之研究

A Study on Student Flow Experiences and Emotional Experiences of a College Recreational Scuba Diving Course

10.6214/JSRM.201903_16(1).0001

溫卓謀(Cho-Mou Wen)；章勝傑(Simon Chang)

水肺潛水 ； 冒險教育 ； 知覺風險 ； Scuba Diving ； Adventure Education ； Perceived Risk

運動休閒管理學報

16卷1期（2019 / 03 / 01）

1 - 22

繁體中文

本研究旨在探究一門大學體育課程中，學生學習休閒水肺潛水時心流體驗及情緒經驗的流轉情形，並檢視心流與情緒的關聯性。本研究以29名學生為研究對象，學員們經過游泳池以及深水區的技能學習之後，期末安排至綠島開放水域進行三天休閒潛水活動。研究者以自編心流量表及學習情緒量表為研究工具，請學生每天針對個人學習狀況填寫。所得資料以描述統計、皮爾森積差相關、重複量數單因子變異數分析進行統計考驗。歸納研究結果獲得以下結論：首先，就整體心流經驗來看，隨著挑戰的增加、經驗的累積與技能的成長，學習者心流體驗的強度會不斷提升。「自成性經驗」是最容易覺察的心流經驗，而「自我意識喪失」則是較為深層且不容易經驗到的心流感受。其次，就學習者經驗的情緒狀態來看，學習者的情緒會隨著學習情境的挑戰性與個人能力的成長而流轉。學習者在休閒潛水學習歷程中經驗了強烈的心理激發，除了愉悅、成就感、感恩、安全感、舒暢、自信、滿足與自在等正向的情緒之外，亦伴隨緊張、疲憊、挫折、困惑以及焦慮等負面情緒。最後，正向情緒未必與心流體驗之間有顯著的正相關，負向情緒也未必與心流體驗之間有顯著的負相關。「自在」與「害怕」的情緒經驗與大部分的心流構面都呈現高度的正相關，心流體驗中「潛在掌控感」則出現與正向情緒呈現負向關聯，與負向情緒呈現正向關聯的反轉現象。研究者最後針對未來的研究與教學提出相關的建議。

Purpose: This study was conducted to explore the flow and emotion experiences of college students during the learning activities of a scuba diving course, and to examine the relationship between the flow experiences and emotions felt. Twenty-nine college students who enrolled in a Scuba Diving course participated in this study. Method: Twenty-nine novice divers first learned basic scuba diving skills in swimming pool for 15 hours in 5 weeks, and then learned buoyancy control skills in deep fresh water. Students further participated in a 40-minute open water diving in a five-meter-deep ocean coast before went to Green Island for a 3-day diving camp. During each day of the diving camp, data on their flow experiences and emotional perceptions were collected with scales developed by the researchers. Results: a) While the challenge progressed daily, along with the improvement of students' skiing skills, students' flow experiences also changed dynamically accordingly. Autotelic experience was the most easily encountered facet of flow experience, and loss of self-consciousness was the least experienced one. b) From the second day on, students began to experience strong emotions, including enjoyment, achieving, thanksgiving self-confidence, satisfaction and easy-going. The emotions that were clearly felt on the third day included sadness, disappointment and comfort. Pain increased significantly from the first day to the second day, Tension was noticeably reduced on the third day. c) Students' positive emotions might not have significant positive relationships with flow experiences and negative emotions might not have significant negative relationships with flow experience. The affective experiences of easy-going and scared showed significant correlations with most flow subscales. The sense of control manifested a reversal relationship with emotion in that it correlated negatively with positive emotions and positively with negative emotions. Suggestions about future research and teaching practices are proposed in the end.

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