目標取向、目標難度和自我監控對大專生運動表現的影響

The Effects of Goal Orientation, Goal Difficulty and Self-Montoring on College Students' Sporting Performance

10.5297/ser.200402_6(1).0007

陳偉瑀(Wel-Yi Chen)；黃素芬(Su-Fen Huang)

目標難度 ； 自我監控 ； 目標取向 ； goal orientation ； goal difficulty ； self-monitoring goals

大專體育學刊

6卷1期（2004 / 02 / 01）

95 - 107

繁體中文

本研究的主要目的是：一、探討目標取向、目標難度和自我監控對運動表現的影響；二、探討前測成績、目標取向、目標難度和自我監控對運動表現的預測。以德明技術學院體育課未曾修過桌球課程的106名學生為研究對象。所使用的研究工具有自設目標問卷、自我學習監控表及運動目標取向量表。收集的資料分別以獨立樣本三因子變異數和多元逐步迴歸統計方法進行分析。研究結果發現：一、目標難度和自我監控有交互作用存在：（一）在無自我監控時，困難目標組比中等、容易目標組有較佳的運動表現；而中等目標組又比容易目標組有較佳的運動表現。（二）不同目標難度時，有自我監控組比無自我監控組有較佳的運動表現。二、困難目標組比中等、容易目標組有較佳的運動表現；中等目標組又比容易目標組有較佳的運動表現。三、有自我監控組比無自我監控組有較佳的運動表現。四、自我監控及目標難度可以有效預測學生的運動表現。最後，本研究也針對後續研究提出一些建議。

The purposes of this study were: 1.) to explore the effects of goal orientation, goal difficulty and self-monitoring on sport performance; 2.) to explore the prediction effects of pretest performance, goal orientation, goal difficulty and self-monitoring on sport performance. The subjects were 106 students selected from Tak-ming Institute of Technology. The subjects were administered a self-established goal questionnaire, a self-monitoring questionnaire and a task-ego orientation in sport questionnaire. The collected data were analyzed using the three-way ANOVA (independent) and multiple stepwise regression analyses. The findings were as follows: l.) There was an interaction between goal difficulty and self-monitoring on sport performance: a.) for the non-self-monitoring respondents, the sport performance of difficult goal group was better than that of the moderate goal group and the easy goal group; the sport performance of moderate goal group was better than that of easy goal group; b.) under the category of different goal difficulties, the sport performance of the self-monitoring group was better than that of the non-self-monitoring group. 2.) The performance of the difficult goal group was better than that of moderate goal group and the easy goal group; the sport performance of the moderate goal group was better than that of the easy goal group. 3.) The sport performance of the self-monitoring group was better than that of the non-self-monitoring group. 4.) The students' self-monitoring and self-established goals could predict sport performance. Based on the results of this study, some applications and further research suggestions were offered.

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