以自戀人格大學生探究社會懈怠與學習動機－合作學習教學模式之介入

Implementation of Narcissistic Personality on Motivation, and Sports Performance through Social Loafing: A Study of Teaching Cooperative Learning Model

10.6580/JTSP.202005_15(1).03

盧秋如(Chiu-Ju Lu)；黃美瑤(Mei-Yao Huang)；涂馨友(Hsin-Yu Tu)

心肺耐力 ； 辨識度情境 ； 小組遊戲競賽法 ； cardiorespiratory endurance ； identifiable conditions ； Team-Game-Tournament

臺灣運動教育學報

15卷1期（2020 / 05 / 01）

36 - 55

繁體中文

目的：學校體育課的學習情境，對學生們的互動所產生的動作學習、人格與心理發展等發展，扮演著重要的關鍵角色。本研究主要目的是探討透過合作學習教學介入模式，了解自戀人格對學習動機、運動表現的效果，且是否改善社會懈怠情境情形。方法：研究以大專校院修習體育課學生為對象進行教學實驗，共71名學生（男生55名、女生16名；平均年齡18.57 ± 0.61歲），35位大專生分派至實驗組參與合作學習教學模式，另外36位大專生參與控制組活動，此組的模式不提供合作學習教學模式。兩組進行為期一學期體育課學習，為期18週，每週1次、每次100分鐘的教學活動。實驗設計包含兩階段，第一階段為心肺耐力訓練階段，第二階段為合作學習教學模式介入不同辨識度情境的實驗。於實驗前後施以自我迷戀人格量表、體育課學習動機量表與心肺耐力測驗。實驗所得資料採用重複量數之混合設計，分析兩組及高低自戀人格學生於三種辨識度情境的變異效果以及學習動機前後的改變，本研究各項統計考驗顯著水準定為α= .05。結果：在社會懈怠情境中，實驗組的高自戀人格學生在心肺耐力運動表現上，大團體高於小團體高於個人情境，控制組的高自戀人格學生在不同辨識度的心肺耐力運動表現上，雖有微幅改變，但無明顯的差異。結論：本研究結果僅部分驗證過去的研究發現，社會懈怠情境中自戀人格在動機與運動表現上沒有差異，唯運用合作學習能促進高自戀人格學生在不同辨識度情境下的相同任務付出努力，產生同儕積極互賴、達成共同績效，有效改善社會懈怠現象。

Purpose: In the learning environment of physical education settings, students' interaction produces motor skill learning, personality, and psychological development, and it play a key role. This study examined the effects of cooperative learning model intervention on narcissistic personality on learning motivation, and sports performance, which can improve their social loafing. Methods: Of the 71 college students, 35 college students were assigned to the cooperative learning model group, 36 college students were assigned to the regular physical activity group as the control group. This study had a semester for physical education program, once a week, and 100 minutes for each lesson. The experimental design included two stages. The first stage was a fundamental skill learning in health-related fitness. The second stage cooperative learning model was intervened in the three different situations of identifiability. The students completed the Scale for Narcissistic Personality, Motivation in Learning Physical Education Scale, and Cardiorespiratory Endurance Fitness Test in the pre-test and post-test. The effects of cooperative learning on the dependent variables were analyzed by using the Motivation in Learning Physical Education Scale, and Cardiorespiratory Endurance Fitness Test scores to conduct mixed ANOVA using a 2 (narcissism participants: high vs. low) × 2 (group: experimental vs. control) × 2 (time: pre-test vs. post-test) variable approach. For all the statistical analyses, an α of 0.05 was set as the level of statistical significance. Results: There was no difference between experiment and control group on learning motivation and cardiorespiratory endurance. After the cooperative learning intervention, high narcissism participants increased their sports performance and reduced social loafing under the low identifiable condition relative to the medium and high identifiable condition. Conclusions: The study concludes that those high in narcissism, they can enhance individual accountability and reduce their inclination toward social loafing under low identifiable condition.

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