臺灣博碩士論文加值系統

本研究主要是在瞭解苗栗市高中學生課後運動行為之現況，並探討其個人背景因素、運動結果期待、運動自我效能、運動社會支持及運動阻礙因素與運動行為間的關係。以苗栗市兩所高中（職）日間部的學生為研究對象，採分層隨機抽樣法，並以問卷調查法進行資料收集，得有效樣本544人。所得資料以敘述統計、卡方檢定、單因子變異數分析、薛費氏事後比較及皮爾森積差相關等統計方法處理分析。結果發現：
一、研究對象從事規律性運動行為的比率男生（74%）較女生（58%）高；在每週運動次數方面，不分性別，大多數的學生皆以每週運動2次居多；且男生每次運動時間較女生長。
二、研究對象大都與同學或朋友一起從事運動；學校為其最常去的運動場所；籃球及騎腳踏車是男女學生課後最常從事的運動項目。
三、在運動結果期待方面，課後有參加補習者比無參加補習者得分較高。
四、研究對象的運動自我效能普遍不高，男生高於女生；高中高於高職；參加運動社團者高於參加非運動社團者。
五、研究對象所獲得的運動社會支持偏低，朋友是其主要的運動社會支持來源，主要是提供情緒及訊息方面的支持，而工具方面的支持較少。
六、在運動阻礙因素方面，研究對象認為課業太過繁忙、沒有閒暇時間等因素，較有可能阻礙其課後參與運動行為。
本研究發現，研究對象的運動行為會因個人背景因素及社會影響因素之不同而有顯著差異。學校為學生最常去的運動場所，建議適度開放校園的運動設施、設備，以利學生及社區民眾從事運動行為使用。

The study aims to survey the current situation of the after-school exercise behavior of the high school students in Miao-li, including personal backgrounds, exercise expected results, exercise efficiency, exercise social support, exercise interferences, and the relationship between one and another exercise. 544 efficient subjects were selected by the a stratified random sampling method, from two high schools in Maio-li, and were surveyed with questionnaires. The acquired data was then dealt with through Descriptives, Chi-square, One-way ANOVA, Scheff’s posterior comparison and Pearson’s product-moment correlation, The results were listed as below:
（1）The percentage of those with regular exercise was higher among the boys (74%) than among the girls (58%). In both groups of the boys and the girls, most of the subjects exercise twice a week, with the percentage of 32% and 43% respectively. Moreover, the duration of the boys’ exercising was longer. （2）Most of the subjects take exercise with their classmates or friends, and the school was where they may go most frequently. Without difference between the sexes, basketball and cycling turn out to be the most popular items. （3）In the respect of expected results, those who attend cram schools tend to get high scores than those who do not. （4）The efficiency of the subjects was not high, which was higher among the boys than among the girls, senior high school students than vocational high school students, sporting-club participants than non-sporting-club participants. （5）There was not much social support that the subjects can get. The major one was from their friends, providing mainly emotional and informative supports, but less in the aspect of facilities. （6）With respect to the interferences, the subjects consider their busy studies, little free time, etc. to be the factors that may hamper their participation of the exercise behavior. After school.
It was found in this study that the exercise behavior of the subjects tends to vary in accordance with the personal background and the social factors, School turn out to be the most popular place where students would go exercising. It was therefore suggested that facilities on campus be open to the students and the people in communities to increase the popularity of exercise behaviors.

口試委員與系主任簽字證書 ………………………………………… i
授權書 ……………………………………………………………… ii
中文摘要 ……………………………………………………………… iii
英文摘要 …………………………………………………………… iv
謝誌 ………………………………………………………………… v
目次 ………………………………………………………………… vi
表次 ………………………………………………………………… viii
圖次 …………………………………………………………………… ix
第壹章 緒論 …………………………………………………………… 1
第一節 問題背景 …………………………………………………… 1
第二節 研究目的 …………………………………………………… 2
第三節 研究假設 …………………………………………………… 2
第四節 研究範圍 …………………………………………………… 3
第五節 研究限制 …………………………………………………… 3
第六節 名詞操作性定義 …………………………………………… 4
第七節 研究的重要性 ……………………………………………… 5
第貳章 相關文獻探討 ………………………………………………… 6
第一節 運動行為的探討 …………………………………………… 6
第二節 個人背景因素與運動行為的關係 ………………………… 11
第三節 自我效能、結果期待與運動行為的關係 ………………… 14
第四節 社會支持與運動行為的關係 ……………………………… 17
第五節 運動阻礙因素與運動行為的關係 ………………………… 19
第參章 研究方法 ……………………………………………………… 21
第一節 研究架構 …………………………………………………… 21
第二節 研究流程 …………………………………………………… 22
第三節 研究對象 …………………………………………………… 23
第四節 研究工具 …………………………………………………… 24
第五節 研究步驟 …………………………………………………… 28
第六節 資料處理與分析 …………………………………………… 29
第肆章 研究結果 ……………………………………………………… 31
第一節 研究對象個人背景因素及社會影響因素之分布情形 …… 31
第二節 研究對象課後運動行為之現況 …………………………… 42
第三節 研究對象個人背景因素與社會影響因素間的關係 ……… 46
第四節 研究對象個人背景因素與課後運動行為間的關係 ……… 52
第五節 研究對象社會影響因素和課後運動行為間的關係 ……… 54
第伍章 討論與結論 …………………………………………………… 57
第一節 討論 ………………………………………………………… 57
第二節 結論 ………………………………………………………… 60
引用文獻 ……………………………………………………………… 62
一、中文部分 ……………………………………………………… 62
二、英文部分 ……………………………………………………… 65
附 錄 …………………………………………………………………… 76
個人小傳 ………………………………………………………………… 83
表 次
表3-1 母群體之人數統計 ………………………………………………… 23
表3-2 苗栗高中研究樣本之人數統計 ………………………………… 23
表3-3 苗栗高商研究樣本之人數統計 ………………………………… 24
表3-4 預試問卷之信度分析 …………………………………………… 28
表3-5 研究目的與統計方法 …………………………………………… 30
表4-1 研究對象性別之適合度檢定 …………………………………… 31
表4-2 研究對象學制之適合度檢定 …………………………………… 32
表4-3 研究對象年級之適合度檢定 …………………………………… 32
表4-4 研究對象的個人背景因素變項之分布 ………………………… 34
表4-5 研究對象的社會影響因素總分之分布 ………………………… 35
表4-6 研究對象運動結果期待之得分分布 …………………………… 36
表4-7 研究對象運動自我效能之得分分布 …………………………… 37
表4-8 研究對象運動社會支持之得分分布 …………………………… 39
表4-9 研究對象運動阻礙因素之得分分布 …………………………… 41
表4-10 研究對象主要從事運動項目分布 ……………………………… 44
表4-11 研究對象運動現況分布 ………………………………………… 45
表4-12 個人背景因素與運動結果期待的變異數分析 ……………… 48
表4-13 個人背景因素與運動自我效能的變異數分析 ……………… 49
表4-14 個人背景因素與運動社會支持的變異數分析 ……………… 50
表4-15 個人背景因素與運動阻礙因素的變異數分析 ……………… 51
表4-16 研究對象個人背景因素與課後運動行為的變異數分析 …… 53
表4-17 社會影響因素與運動行為之相關矩陣 ……………………… 55
表4-18 家人、師長及朋友的運動社會支持與運動行為之相關矩陣 … 56
圖 次
圖2-1 自我效能理論架構 ……………………………………………… 14
圖3-1 研究架構 ………………………………………………………… 21
圖3-2 研究流程 ………………………………………………………… 22
圖4-1 研究對象運動習慣分布 ………………………………………… 42

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