臺灣博碩士論文加值系統

摘要

本研究目的有四：（一）比較不同年級、性別的國中學生其運動期望與價值信念及參與體育課動機的差異情形。（二）瞭解國中學生的運動期望與價值信念和參與體育課動機的相關情形。（三）瞭解國中學生的運動期望與價值信念對參與體育課動機和未來參與體育活動意圖的預測情形。（四）瞭解參與體育課動機對未來參與體育活動意圖的預測情形。本研究以九十三學年度嘉義縣立二十四所國民中學一、三年級在學學生為母群體進行抽樣，以分層隨機抽樣法，抽取十二所學校，各校抽取一、三年級各一個班級發放問卷，共得到876份有效問卷，平均年齡14.31 ±1.12歲。採用量表包括運動期望與價值量表兒童及青少年版、參與體育課動機量表以及研究者用以測量學生對於未來參與體育活動程度之自編量表。研究結果顯示：（一）在期望信念方面，國中男生在能力期望上顯著高於國中女生；一年級國中生在需求努力上顯著高於三年級國中生。在價值信念方面，國中女生在害怕失敗的心理代價和重要他人的期望代價上顯著高於國中男生，且三年級國中生在重要他人的期望代價顯著高於一年級國中生；一年級國中生在工作價值上顯著高於三年級國中生，而國中男生則顯著高於國中女生。在參與體育課動機方面，國中男生的內在動機和內射調節型態顯著高於國中女生，而外在調節及無動機型態上，不同年級、性別均未達顯著差異。（二）能力期望分別與工作價值、內在動機、內射調節成顯著正相關，與害怕失敗心理代價、重要他人期望代價、無動機呈顯著負相關；重要他人期望代價與無動機呈顯著正相關，而與工作價值、內在動機、內射調節呈顯著負相關；工作價值與內在動機、內射調節、外在調節呈顯著正相關，而與無動機呈顯著負相關。（三）工作價值、能力期望和需求努力可有效預測內在動機，重要他人期望代價可負向預測內在動機；工作價值、能力期望和害怕失敗心理代價可有效預測內射調節；害怕失敗心理代價和工作價值可有效預測外在調節；工作價值和能力期望可負向預測無動機；工作價值和能力期望可有效預測未來參與體育活動意圖。（四）內在動機、內射調節、外在調節可有效預測未來參與體育活動意圖，其中以內在動機的預測力較高。根據研究結果與討論，本研究亦針對實際教學應用與未來研究提出建議。

Abstract

The purpose of this study was four-fold. First, to examine the age and gender differences on expectancy-value related beliefs and motivation in physical education; second, to examine the relationships between expectancy-value related beliefs and motivation in physical education; third, to examine the prediction of expectancy-value related beliefs on motivation in physical education and Intention for future physical activity participation; fourth, to examine the prediction of motivation in physical education on Intention for future physical activity participation. Participants were 876 7th and 9th grade students recruited from 12 junior high schools in Chia Yi County. The average age of participants was 14.31 ± 1.12 years. Participants were asked to complete a questionnaire to assess their expectancy-value related beliefs, motivation in physical education and Intention for future physical activity participation. The results of this study indicated that: (1) In terms of the differences of expectancy belief; males reported higher expectancy/ability-related perception than females. 7th grade students reported higher required effort than 9th grade students. In terms of the differences of value beliefs, females reported higher psychological cost of failure and cost of others’ expectation than males; 7th grade students reported higher task value than 9th grade students; males reported higher task value females. In terms of the differences of motivation in physical education, male students revealed higher intrinsic motivation than female students. (2) with respective to the relationships between expectancy-value related beliefs and motivation in physical education, expectancy/ability-related perception was positively related to task value, intrinsic motivation and introjected regulation and negatively related to psychological cost of failure and cost of others’ expectation and amotivation. Cost of others’ expectation was positively associated with amotivation and negatively associated with task value, intrinsic motivation, and introjected regulation. In addition, task value was positively related to intrinsic motivation, introjected regulation, and external regulation and negatively related to amotivation. (3) In terms of the prediction of expectancy-value related beliefs on motivation in physical education and intention for future physical activity participation, intrinsic motivation was positively predicted by task value, expectancy/ability-related perception、required effort and negatively predicted by cost of others’ expectation. Introjected regulation was predicted by task value, expectancy/ability-related perception, psychological cost of failure. External regulation was predicted by psychological cost of failure, task value. Amotivation was negatively predicted by task value, expectancy/ability-related perception. In addition, Intention for future physical activity participation was predicted by task value, expectancy/ ability-related perception. (4) Intention for future physical activity participation was significantly predicted by intrinsic motivation, introjected regulation, and external regulation. Based on the results of this study, implications and applications are proposed.

目 錄

第壹章 緒論

第一節 研究動機--------------------------------------------- 1
第二節 研究問題--------------------------------------------- 5
第三節 名詞解釋--------------------------------------------- 6

第貳章 文獻探討

第一節 與成就動機相關的期望價值模式------------------------- 9
第二節 期望價值理論其相關實徵研究--------------------------- 19
第三節 自我決定理論其相關研究------------------------------- 23
第四節 研究假設--------------------------------------------- 30

第參章 研究方法

第一節 研究架構--------------------------------------------- 31
第二節 研究對象--------------------------------------------- 32
第三節 研究工具--------------------------------------------- 33
第四節 實施步驟--------------------------------------------- 35
第五節 資料處理--------------------------------------------- 36

第肆章 研究結果

第一節 不同年級、性別之國中學生其運動期望與價值信
念及參與體育課動機的差異情形------------------------- 37
第二節 國中學生其運動期望與價值信念及參與體育課動
機的相關情形----------------------------------------- 45
第三節 運動期望與價值信念對參與體育課動機和未來參
與體育活動意圖的預測情形----------------------------- 47
第四節 參與體育課動機對未來參與體育活動意圖的預測
情形------------------------------------------------- 50

第伍章 討論

第一節 不同年級、性別之國中學生其運動期望與價值信
念及參與體育課動機的差異情形------------------------- 52
第二節 國中學生其運動期望與價值信念及參與體育課動
機的相關情形----------------------------------------- 57
第三節 運動期望與價值信念對參與體育課動機和未來參
與體育活動意圖的預測情形----------------------------- 59
第四節 參與體育課動機對未來參與體育活動意圖的預測
情形------------------------------------------------- 61

第陸章 結論與建議

第一節 結論------------------------------------------------- 62
第二節 建議------------------------------------------------- 66

參考文獻------------------------------------------------------ 69

附錄
一 運動期望與價值量表兒童與青少年版--------------------- 81
二 參與體育課動機量表修訂版----------------------------- 86
三 未來參與體育活動意圖量表----------------------------- 89

表 目 錄

表2-3-1 動機的分類和型態------------------------------------- 27
表3-2-1 受試者學校名稱與問卷回收之統計表--------------------- 32
表4-1-1 不同年級、性別國中學生在能力期望之平均數及標準差----- 38
表4-1-2 不同年級、性別國中學生在能力期望的變異數分析摘要表--- 38
表4-1-3 不同年級、性別國中學生在需求努力之平均數及標準差----- 39
表4-1-4 不同年級、性別國中學生在需求努力的變異數分析摘要表--- 39
表4-1-5 不同年級、性別國中學生在害怕失敗的心理代價之平均數
及標準差--------------------------------------------- 40
表4-1-6 不同年級、性別國中學生在害怕失敗的心理代價的變異數
分析摘要表------------------------------------------- 40
表4-1-7 不同年級、性別國中學生在重要他人的期望代價之平均數
及標準差--------------------------------------------- 40
表4-1-8 不同年級、性別國中學生在重要他人的期望代價的變異數
分析摘要表------------------------------------------- 41
表4-1-9 不同年級、性別國中學生在工作價值之平均數及標準差----- 41
表4-1-10 不同年級、性別國中學生在工作價值的變異數分析摘要表--- 41
表4-1-11 不同年級、性別國中學生在內在動機之平均數及標準差----- 42
表4-1-12 不同年級、性別國中學生在內在動機的變異數分析摘要表--- 42
表4-1-13 不同年級、性別國中學生在內射調節的之平均數及標準差--- 43
表4-1-14 不同年級、性別國中學生在內射調節的變異數分析摘要表--- 43
表4-1-15 不同年級、性別國中學生在外在調節之平均數及標準差----- 44
表4-1-16 不同年級、性別國中學生在外在調節的變異數分析摘要表--- 44
表4-1-17 不同年級、性別國中學生在無動機之平均數及標準差------- 44
表4-1-18 不同年級、性別國中學生在無動機的變異數分析摘要表----- 45
表4-2-1 運動期望與價值信念及參與體育課動機之相關摘要表------- 45
表4-3-1 以內在動機為效標變項之逐步迴歸分析摘要表------------- 47
表4-3-2 以內射調節為效標變項之逐步迴歸分析摘要表------------- 48
表4-3-3 以外在調節為效標變項之逐步迴歸分析摘要表------------- 48
表4-3-4 以無動機為效標變項之逐步迴歸分析摘要表--------------- 49
表4-3-5 以未來參與意圖為效標變項之逐步迴歸分析摘要表--------- 49
表4-4-1 以未來參與意圖為效標變項之逐步迴歸分析摘要表--------- 50

圖 目 錄

圖2-1 Eccles等人的期望價值理論簡化模式圖------------------- 11
圖3-1 本研究架構圖----------------------------------------- 31
圖3-2 實施步驟圖------------------------------------------- 35

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