健康與體育學習領域職前教師知覺教師社會支持、無動機學習與學習行為之關係

The Relationship among Teachers' Social Support, amotivation and learning behavior of pre-service teachers in health and physical education

10.6580/JTSP.201811_13(2).02

尚憶薇(I-Wei Shang)；古志銘(Chih-Ming Ku)

教師角色 ； 學習行為 ； 師資培育課程 ； Social Support ； Learning Motivation ； Teaching Training Program

臺灣運動教育學報

13卷2期（2018 / 11 / 01）

19 - 39

繁體中文

目的：探討不同背景變項的健康與體育學習領域職前教師知覺教師社會支持無動機學習與學習行為之差異情形以及探究知覺教師社會支持與學科課程無動機學習之間的關聯性，以及對於正負向學習行為之預測情形。方法：本研究採用便利取樣選取臺灣北中南東5所大學之師資培育中心健康與體育學習領域職前教師，共發出問卷412份，回收有效問卷360份，有效問卷率為87.37%。結果：1.健康與體育學習領域職前教師的自主感支持知覺感受較低；缺乏能力信念為無動機學習的潛在主要因素；2.在勝任感支持上男性明顯高於女性學生。男性學生的缺乏學業價值、缺乏任務吸引力以及負向學習行為明顯高於女性學生；3.低年級的缺乏努力信念以及缺乏任務吸引力的無動機學習上明顯高於高年級；4.體育保送生在三種知覺教師社會支持知覺上皆明顯高於非體育保送生；5.關係支持愈高時在缺乏吸引力以及缺乏學業價值上就愈低，關係支持透過缺乏任務吸引力對正向學習行為有負面的影響，但對負向學習行為有正向的影響關係。結論：健康與體育學習領域職前教師習修教育學程課程過程中，教師會給予鼓勵與肯定，同時教師也能夠與同學建立良好關係。另外，健康與體育學習領域職前教師知覺教師社會支持、無動機學習與正負向學習關係有間接性影響。

Purpose: There have been many studies on the teachers' social support in education in the past, few studies have specifically explored the connection between teachers' social support and student motivation. For pre-service teachers in health and physical education, the role of teachers' social support in the amotivation of their subject learning is even more unknown. The study was exploring of the relationship between the teachers' social support, amotivation and learning behavior. Method: In this study, pre-service teachers in health and physical education of teachers training center of 5 universities in Taiwan were selected by convenient sampling. The totally 412 questionnaires were sent out, 360 valid questionnaires were valid 87.37%. Result: 1. the autonomy support of pre-service teachers in health and physical education had lower scores; deficient ability beliefs were the potential main factor of amotivation; 2. Men were significantly higher than female students on competence support. Male students insufficient academic values, unappealing characteristics of school tasks and negative learning behavior was significantly higher than female students; 3. Deficient effort beliefs and unappealing characteristics of school tasks in lower grades was significantly higher than the upper grades; 4. Sport excellent students were significantly higher than general students in the three domain of teachers' social support. 5. The higher the teacher's relationship support, the lower on unappealing characteristics of school tasks and insufficient academic values. The relatedness supports through unappealing characteristics of school tasks has a negative impact on positive learning. But relatedness support has a positive impact on negative learning behaviors through unappealing characteristics of school tasks. Conclusion: This study found that positive relationship between teachers-students is an effective way to enhance motivation.

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