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研究生:蘇迺棻
研究生(外文):Nai-Fen Su
論文名稱:溯溪參與者非學業性自我概念對流暢經驗的影響暨驗證流暢原始模式與四向度模式
論文名稱(外文):The Effect of River Tracing Participant''s Nonacdemic Self-Concept on Flow Experience and Validation of Original and Four Channel of Flow Model
指導教授:陳其昌陳其昌引用關係
指導教授(外文):Chi-Chang Chen
學位類別:碩士
校院名稱:國立雲林科技大學
系所名稱:休閒運動研究所碩士班
學門:民生學門
學類:運動休閒及休閒管理學類
論文種類:學術論文
論文出版年:2004
畢業學年度:92
語文別:中文
論文頁數:110
中文關鍵詞:流暢模式溯溪非學業性自我概念流暢經驗
外文關鍵詞:nonacdemic self-conceptRiver tracingflow experienceflow model
相關次數:
  • 被引用被引用:94
  • 點閱點閱:886
  • 評分評分:
  • 下載下載:180
  • 收藏至我的研究室書目清單書目收藏:10
本研究的主要目的是:(1)透過四向度不同感受在流暢經驗上的差異,證實原始模式和四向度流暢模式,何者較適合用在溯溪活動上;(2)瞭解四向度不同感受在非學業性自我概念上的差異情形;(3)探討溯溪參與者的非學業性自我概念對流暢經驗的影響 。
本研究對象是國內13所大專院校登山社和二個民間溯溪團體,主要是以有舉辦過溯溪活動及參與過的溯溪活動者為主。再以立意抽樣方式抽選出受試者,共發放400份正式問卷,回收257份,回收率為64%,有效問卷為243份。
本研究所用的測量工具包括非學業性自我概念量表、流暢經驗量表、知覺挑戰與技能量表。蒐集資料後分別以獨立樣本單因子變異數分析和逐步迴歸分析進行分析。
研究結果指出:(1)溯溪參與者之四向度不同感受在流暢經驗上有差異存在,其中流暢感受的溯溪參與者之流暢經驗高於焦慮和冷漠感受的溯溪參與者,且無聊感受的溯溪參與者之流暢經驗也高於焦慮和冷漠感受的溯溪參與者,此結果證實四向度流暢模式較適合在溯溪活動的參與上。(2)四向度不同感受的溯溪參與者在「非學業性自我概念」、「身體自我概念」、「情緒自我概念」、「社交自我概念」上有差異存在。(3)非學業性自我概念中的身體自我概念和社交自我概念,能有效預測流暢經驗。
The purpose of this study were (a) Through the different four channel model of feeling with various flow experience to validated original or four channel of flow model, which one were apply on river tracing activity; (b) to understand the difference of four channel model of perception among participated in river tracing with the various nonacademic self-concept; (c) to analyze the effect of nonacademic self-concept on flow experience .
The participants of the study were people who participated in the college climbing clubs or non-government river tracing leagues. There were 243 people who participated in river tracing activity. The instrument administrated to the Nonacdemic Self-Concept Scale, Flow State Scale and Perceived Challenge-Skill Scale. The instruments were used to collect the data. The collected data was analyzed by One-way ANOVA and stepwise regression.
After the data was analyzed the following results were (a) The river tracing participant of four channel perception were different on flow experience. In the flow experience score, the participant’ of flow perception and boredom perception were higher than anxiety perception and apathy perception. This result validated the four channel model were suitable river tracing activity; (b) The river tracing participant of four channel perception were different on nonacademic self-concept, physical self-concept, emotion self-concept and social self-concept; (c) The physical self-concept and social self-concept of nonacademic were predicted to flow experience.
目 錄
第一章 緒論 1
第一節 研究動機 1
第二節 研究目的 6
第三節 研究問題 6
第四節 名詞解釋 6
第二章 文獻探討 9
第一節 溯溪運動的簡介 9
第二節 非學業性自我概念理論與相關研究 10
壹、自我概念的意涵 10
貳、階層性自我概念的演進…………………………………14
參、自我概念的測量 21
肆、自我概念的影響因素與相關研究 25
第三節 流暢經驗理論與研究 28
壹、流暢經驗的定義 28
貳、流暢經驗的內涵 31
參、流暢經驗模式 33
肆、流暢經驗模式之測量工具 37
伍、流暢經驗理論相關研究 40
第四節 研究假設 46
第三章 研究方法 47
第一節 研究架構 47
第二節 研究對象 48
第三節 研究工具 49
壹、非學業性自我概念量表 49
貳、流暢狀態量表 50
參、挑戰與技能量表 62
第四節 研究流程 62
第五節 資料分析與統計方法 64
第四章 研究結果 65
第一節 四向度不同感受在流暢經驗上的差異 65
第二節 四向度不同感受在非學業性自我概念上的差異 68
第三節 身體自我概念、情緒自我概念和社交自我概念對流暢經驗的影響 73
第五章 討論 75
第一節 四向度不同感受在流暢經驗上的差異 75
第二節 四向度不同感受在非學業性自我概念上的差異 77
第三節 身體自我概念、情緒自我概念和社交自我概念對流暢經驗的影響 79
第六章 結論與建議 81
第一節 結論 81
第二節 建議 82
參考文獻 84
一、中文部分 84
二、英文部分 87
附錄一 流暢狀態量表項目分析摘要表 95
附錄二 流暢經驗狀態量表預試問卷 100
附錄三 溯溪參與者非學業性與流暢經驗之正式問卷 104
附錄四 量表使用同意書 100

圖 目 錄
圖2-1-1 James(1890)自我階層模式………………………………15
圖2-1-2 Shavelson的自我概念階層模式……………………………17
圖2-1-3 Marsh多向度自我概念模式………………………………..19
圖2-1-4 張春興學生自我觀念的層次結構……………………….…20
圖2-2-1 原始流暢模式…………………………………………….…34
圖2-2-2 四向度流暢模式………………………………………….…35
圖2-2-3 八向度流暢模式………………………………………….…36
圖3-1-1 研究架構………………………………………………….…47
圖3-4-1 研究流程………………………………………………….…63
圖4-3-1 原始模式在流暢經驗上的情形………………………….…67
圖4-3-2 四向度模式在流暢經驗上的情形……………………….…67
圖4-3-3 本研究溯溪參與者在流暢經驗上的得分情形………….…68

表 目 錄
表2-1-1 自我概念量表分類………………………………………….22
表2-1-2 各學者對流暢經驗的定義………………………………….29
表3-2-1 受試對象的學校及人數統計……..………………………...48
表3-2-2 溯溪參與者在各變項中的描述統計摘要表……..………...49
表3-3-1 非學業性自我概念量表的內部一致性分析摘要表……….50
表3-3-2 流暢狀態預試量表項目分析綜合判斷表………………….58
表3-3-3 流暢狀態預試量表因素分析摘要表……………………….59
表3-3-4 流暢狀態正式量表因素分析摘要表……………………….53
表4-1-1 四向度不同感受之流暢經驗描述統計摘要表………….…65
表4-1-2 四向度不同感受的溯溪參與者在「流暢經驗」之變異數分析摘要表…………….………………………………….…..66
表4-1-3 四向度不同感受的溯溪參與者在「流暢經驗」的事後比較…………………………………………………………....66
表4-2-1 四向度不同感受的溯溪參與者的「非學業性自我概念」、「身體自我概念」、「情緒自我概念」和「社交自我概念」描述統計摘要表…………………………………………………69
表4-2-2 四向度不同感受的溯溪參與者在「非學業性自我概念」之變異數分析表………………………………………………70
表4-2-2 四向度不同感受的溯溪參與者在「非學業性自我概念」之事後比較……………………………………………………70
表4-2-3 四向度不同感的溯溪參與者在「身體自我概念」之變異數分析摘要表…………………………………………………71
表4-2-4 四向度不同感受的溯溪參與者在「身體自我概念」之事後比較…………………………………………………………71
表4-2-5 四向度不同感受的溯溪參與者在「情緒自我概念」之變異數分析摘要表………………………………………………72
表4-2-6 四向度不同感受的溯溪參與者在「情緒自我概念」之事後比較…………………………………………………………72
表4-2-7 四向度不同感受的溯溪參與者在「社交自我概念」之變異數分析摘要表………………………………………………73
表4-2-8 四向度不同感受的溯溪參與者在「社交自我概念」之事後比較…………………………………………………………73
表4-3-1 流暢經驗、身體自我概念、情緒自我概念及社交自我概念的相關矩陣…………………………………………………74
表4-3-2 身體自我概念、情緒自我概念和社交自我概念預測流暢經驗的逐步迴歸分析摘要表…………………………………74
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