大學體育課學生知覺動機氣候、能力內隱理論與滿意度和未來參與體育活動意圖之研究－以東海大學為例

An Investigation of Perceived Motivational Climate, Implicit of Ability, Satisfaction, and Intention for Future Physical Activity Participation for College Students in Physical Education: A Case Study of Tunghai University

張敬堂(Ching-Tang Chang)

知覺動機氣候 ； 能力內隱理論 ； 滿意度 ； 未來參與體育活動意圖 ； perceived motivational climate ； implicit of ability ； satisfaction ； intention for future physical activity participation.

興大體育學刊

12期（2013 / 01 / 01）

61 - 75

繁體中文

本研究主要目的：一、比較男、女大學生在知覺動機氣候、能力內隱理論與滿意度和未來參與體育活動意圖的差異情形。二、探討知覺動機氣候、能力內隱理論與滿意度和未來參與體育活動意圖之間的相關情形。三、探討知覺動機氣候、能力內隱理論與滿意度和未來參與體育活動意圖之預測情形。方法：研究對象為東海大學選修體育課程大一與大二的學生，共計376名。研究工具為體育課知覺動機氣候量表、運動員能力性質概念問卷、滿意度量表與未來參與體育活動意圖量表。以獨立樣本t檢定、皮爾遜積差相關與多元逐步迴歸分析進行資料處理。研究結果為：一、男生在精熟氣候高於女生；女生在本質論上高於男生；男生在滿意度上高於女生；男生在未來參與體育活動意圖上高於女生。二、精熟氣候與滿意度和未來參與體育活動意圖呈顯著正相關；表現氣候與未來參與體育活動意圖呈顯著正相關；本質論與滿意度和未來參與體育活動意圖呈顯著負相關；增進論與未來參與體育活動意圖呈顯著正相關。三、精熟氣候與本質論可有效預測滿意度及未來參與體育活動意圖。最後，本研究根據研究結果提出具體建議，供體育老師及未來研究參考。

Purpose: first, to compare the differences of perceived of motivational climate, implicit of ability and satisfaction, intention for future physical activity participation: Second, to examine the relationships among perception of motivational climate, implicit of ability and satisfaction, intention for future physical activity participation; third, to examine the prediction among perceived of motivational climate, implicit of ability and satisfaction, intention for future physical activity participation. Method: the subjects were selected from Tunghai University, a total of 376 students. The research instruments were perceived motivational climate in physical education class's questionnaire, the conception of the nature of athletic ability questionnaire, satisfaction questionnaire, intention for future physical activity participation questionnaire. The independent t-test, parson correlation and step-wise regression analysis were applied in this study. Results: 1.male students perceived mastery climate was higher than female students; female students 'entity theory was higher than male students; male students' satisfaction was higher than female students; male students' intention for future physical activity participation was higher than female students. 2. mastery climate was positively related to satisfaction, intention for future physical activity participation; performance climate was positively related to intention for future physical activity participation; entity theory were negatively related to satisfaction, intention for future physical activity participation; incremental theory was positively related to intention for future physical activity participation. 3. mastery climate and entity theory could predict satisfaction, intention for future physical activity participation. Conclusion: finally, the study is based on research results to make specific recommendations for the physical education teacher, and future studies.

1. 劉義群(2004)。不同性質體育課程學生的知覺動機氣候、自覺能力、參與體育課動機與滿意度之研究。北體學報，12，123-135。
   連結：
2. Anderman, E.,Maehr, M. L.(1994).Motivation and schooling in the middlegrades.Review of Educational Research,64,287-309.
3. Biddle, S. J.,Wang, C. K.,Chatzisarantis, N. L. D.,Spray, C. M.(2003).Motivation for physical activity in young people: Entity and incremental beliefs about athletic ability.Journal of Sports Sciences,21,973-989.
4. Deci, E. L.(Ed.),Ryan, R. M.(Ed.)(2002).Handbook of self-determination research.Rochester:University of Rochester Press.
5. Dweck, C. S.(2000).Self-theories: Their role in motivation, personality, and development.New York, NY:Psychology Press.
6. Dweck, C. S.,Leggett, E. L.(1988).A social-cognitive approach to motivation And personality.Psychology Review,95,256-273.
7. Elliot, A. J.,Moller, A.(2003).Performance-approach goals: Good or bad forms of regulation?.International Journal of Educational Research,39,339-356.
8. Elliot, A.(Ed.),Dweck, C.(Ed.)(2005).Handbook of competence and motivation.New York:Guilford Press.
9. Horn, T. S.(Ed.)(2002).Advances in sport psychology.Champaign, IL:Human Kinetics.
10. Martin, C. L.(1988).Enhancing children's satisfaction and participation using a predictive regression model of bowling performance norms.The Physical Educator,45(4),196-209.
11. Nicholls, J.(1989).The competitive ethos and democratic education.Cambridge, MA:Harvard University Press.
12. Ntoumanis, N.,Biddle, S. J. H.(1999).A review of motivational climate in physical activity.Journal of Sports Sciences,17(8),643-665.
13. Papaioannou, A.(1994).Development of a Questionnaire to measure Achievement Orientations in Physical Education.Research Quarterly for Exercise and Sport,65(1),11-20.
14. Roberts, G. C.(Ed.)(2001).Advances in motivation in sport and exercise.Champaign, IL:Human Kinetics.
15. 江衍宏(2007)。桃園縣，國立體育大學。
16. 張思敏(1995)。大學體育課，學生猶如顧客。大專體育，28，3-4。
17. 黃英哲,季力康(1994)。運動動機氣候與自覺能力對賽前狀態焦慮和滿足感的相關研究。體育學報，18，321-332。
18. 黃筱淇(2008)。桃園縣，國立體育大學。
19. 楊志顯,陳太正,陳鴻雁,吳惠櫻,藍碧玉,王金蓮,劉麗雲,陳瓊茶(1994)。大學體育課實施方式意見調查。大專體育，18，95-101。
20. 楊建隆(1998)。台灣地區大四學生選修「體育課」考量因素之研究。大專體育，35，81-89。