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研究生:范振義
研究生(外文):Chen-yi Fan
論文名稱:大學生身體活動、情緒智力及自尊心之關係研究
論文名稱(外文):The Relationship of Physical Activity, Emotional Intelligence, and Self-esteem in College Students
指導教授:李淑芳李淑芳引用關係
指導教授(外文):Shuk-fong Li
學位類別:碩士
校院名稱:國立中正大學
系所名稱:運動與休閒教育所
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:2006
畢業學年度:94
語文別:中文
論文頁數:144
中文關鍵詞:身體活動量情緒智力自尊心
外文關鍵詞:Self-esteemEmotional intelligencePhysical activity mass
相關次數:
  • 被引用被引用:100
  • 點閱點閱:1900
  • 評分評分:
  • 下載下載:584
  • 收藏至我的研究室書目清單書目收藏:9
大學生正處於青少年時期邁向成年人時期的一個重要過渡時期,雖然過去研究結果顯示體育運動與身體活動可促進身心愉悅,提升正向情緒,但進一步對於大學生EQ能力與自尊心的提昇效果是否顯著,則有待數據來驗證,因此本研究之目的有四:(1) 不同人口背景變項之大學生在EQ、自尊心及身體活動量是否有差異;(2) 不同身體活動量之大學生在EQ及自尊心的表現上是否有差異;(3) 了解EQ、自尊心及身體活動量是否有顯著的相關;(4) 探討不同人口背景變項、自尊心、及身體活動量對EQ的預測力。方法:以叢集抽樣對台灣地區北、中、南三區之大學校院進行抽樣,總樣本數為566人。研究工具為:(1) 身體活動量問卷、(2) 巴安情緒商數量表 (BarOn Emotional Quotient Inventory, BarOn EQ-i)、羅森伯格自尊心量表 (Rosenberg Self-Esteem Scale, RSES)。
本研究所得之主要研究結果如下:
1. 不同人口背景變項之大學生在EQ表現、自尊心、以及身體活動量之差異:
低年級大學生之EQ表現比高年級大學生好;而學業成績在全班中間50%的大學生之EQ表現較佳。學業成績在班上後25%以及家庭收入在1-3萬元的大學生有較低的自尊心程度。在身體活動量方面,男大學生之身體活動量高於女大學生,且年級越高身體活動量越低。
2. 不同身體活動量之大學生在EQ表現及自尊心之差異:
高身體活動量之大學生之EQ表現較佳;而不同身體活動量之大學生其自尊心程度沒有差別。
3. 身體活動量及EQ、自尊心之相關性:
身體活動量、自尊心與EQ有正相關;身體活動量與自尊心沒有顯著相關。
4. 不同人口背景變項、自尊心、及身體活動量對EQ的預測力僅有年級與自尊心能夠有效預測EQ程度,其聯合解釋變異量達31.0%。
The college students were in an important time stepped from teenagers to adults. Although the past studies showed that exercise and physical activity might promote the healthy in mind and body, it could enhance the EQ ability or not, then needed the studies to confirm. Therefore, the purposes of this study were: (1) to examine the differences of college students’ EQ, self-esteem, and physical activity mass with different background variables. (2) to examine the differences of college students’ EQ, self-esteem with different physical activity mass. (3) to understand the correlations of EQ, self-esteem, and physical activity mass. (4) to discuss whether the background variables, self-esteem, and physical activity mass could successfully predict EQ. Methods: The total sample were 566 college students, and used (1) physical activity questionnaire, BarOn emotional quotient inventory (BarOn EQ-i), and Rosenberg self-esteem scale (RSES).
The main results were:
1. The lower grades college students of the EQ performance were higher than the higher grades college students. The academic achievement among the entire class 50% of college students of the EQ performance were better than others. The academic achievement in the entire class latter 25% and the household income between 10~30 thousand dollars college students had lower self-esteem. The physical activity mass of male college students were significantly (p< .05) higher than female college students. The higher grade college students had lower physical activity mass.
2. The higher physical activity mass of college students of the EQ performance were better, and different physical activity mass of college students had no significant (p> .05) differences from self-esteem.
3. The physical activity mass and the EQ total scores had positive correlation (p> .05). The self-esteem total scores and the EQ total scores also had positive correlation (p> .05), but the physical activity mass and the self-esteem total scores were no significantly (p< .05) correlation.
4. The grade and self-esteem could effectively predict the degree of EQ, and its explained variance reached 31.0%.
目 錄
中文摘要 I
英文摘要 II
謝誌 III
目錄 V
圖次 VII
表次 IX

第一章 緒論 1
第一節、研究背景與動機 1
第二節、研究目的 6
第三節、研究問題 6
第四節、研究範圍與限制 6
第五節、名詞解釋 7
第六節、研究之重要性 9
第二章 文獻探討 10
第一節、情緒智力 10
第二節、自尊心 24
第三節、身體活動 33
第三章 研究方法 44
第一節、研究架構與流程 44
第二節、研究假設 46
第三節、研究對象 46
第四節、研究工具 47
第五節、資料處理與統計分析 49
第四章 結果與討論 50
第一節、研究對象之基本資料分析 50
第二節、大學生人口背景變項與情緒智力之比較分析 54
第三節、大學生人口背景變項與自尊心之比較分析 80
第四節、大學生人口背景變項與身體活動量之比較分析 86
第五節、大學生身體活動量與情緒智力之比較分析 92
第六節、大學生身體活動量與自尊心之比較分析 98
第七節、大學生身體活動量與情緒智力、自尊心之關係 99
第八節、大學生背景因素、自尊心及身體活動量對EQ預測之分析 101
第五章 結論與建議 103
第一節、結論 103
第二節、建議 105
參考文獻 107
中文部份 107
英文部分 110
附錄一 124


圖次
圖2-1 Mayer & Salovey之EI架構圖 13
圖2-2 Mayer & Salovey 修改後之EI架構圖 14
圖2-3 Goleman之EI架構圖 15
圖2-4 BarOn EQ-i之EI架構圖 16
圖2-5 自尊A-B-C圖 27
圖2-6 自我概念階層組織圖 27
圖2-7 運動介入影響身體自我效能與自尊圖 28
圖2-8 健身運動對身心效益架構圖 37
圖2-9 健身運動、情緒感受與心理健康試擬圖 40
圖2-10 自尊的「動機」與「自我提升」取向圖 41
圖3-1 研究架構圖 44
圖3-2 研究流程圖 45
圖4-1不同就讀學校之受試者人數分佈長條圖 51
圖4-2不同性別之受試者人數分佈長條圖 52
圖4-3不同年級之受試者人數分佈長條圖 52
圖4-4不同學業成績之受試者人數分佈長條圖 53
圖4-5不同家庭收入之受試者人數分佈長條圖 53
圖4-6不同性別之大學生在EQ總分之平均數長條圖比較 64
圖4-7不同年級之大學生在EQ總分之平均數長條圖比較 67
圖4-8不同學業成績之大學生在EQ總分之平均數長條圖比較 72
圖4-9不同家庭收入之大學生在EQ總分之平均數長條圖比較 76
圖4-10不同性別之大學生在自尊心總分之平均數長條圖比較 82
圖4-11不同年級之大學生在自尊心總分之平均數長條圖比較 83
圖4-12不同學業成績之大學生在自尊心總分之平均數長條圖比較 84
圖4-13不同家庭收入之大學生在自尊心總分之平均數長條圖比較 85
圖4-14不同性別之大學生在身體活動量之平均數長條圖比較 88
圖4-15不同年級之大學生在身體活動量之平均數長條圖比較 89
圖4-16不同學業成績之大學生在身體活動量之平均數長條圖比較 90
圖4-17不同家庭收入之大學生在身體活動量之平均數長條圖比較 92
圖4-18不同身體活動量之大學生在EQ總分之平均數長條圖比較 93
圖4-19圖4-19不同身體活動量之大學生在自尊心總分之平均數長條圖比較 98


表次
表2-1 BarOn EQ-i之15項EQ因子在不同人口的內部一致性信度考驗 19
表2-2三種情緒智力測量工具比較表 20
表2-3 BarOn EQ-i之相關研究表 23
表3-1受試者人數、性別次數及基本資料分佈表 46
表3-2本研究測量BarOn EQ-i所得之信度表 48
表4-1研究對象人數之基本資料表 51
表4-2不同人口背景變項在EQ總分上得分之描述性統計摘要表 54
表4-3不同性別在五個EQ分量表上得分之描述性統計摘要表 55
表4-4不同性別在15項EQ因子上得分之描述性統計摘要表 55
表4-5不同年級在五個EQ分量表上得分之描述性統計摘要表 56
表4-6不同年級在15項EQ因子上得分之描述性統計摘要表 57
表4-7不同學業成績在五個EQ分量表上得分之描述性統計摘要表 59
表4-8不同學業成績在15項EQ因子上得分之描述性統計摘要表 59
表4-9不同家庭收入在五個EQ分量表上得分之描述性統計摘要表 61
表4-10不同家庭收入在15項EQ因子上得分之描述性統計摘要表 61
表4-11不同性別之大學生在EQ總分上之差異 63
表4-12不同性別之大學生在五個EQ分量表上之差異比較 64
表4-13不同性別之大學生在15個EQ因子上之差異比較 65
表4-14不同年級之大學生在EQ總分上之差異比較 66
表4-15不同年級之大學生在五個EQ分量表上之差異比較 68
表4-16不同年級之大學生在15個EQ因子上之差異比較 69
表4-17不同學業成績之大學生在EQ總分上之差異比較 71
表4-18不同學業成績之大學生在五個EQ分量表上之差異比較 72
表4-19不同學業成績之大學生在15個EQ因子上之差異比較 74
表4-20不同家庭收入之大學生在EQ總分上之差異比較 76
表4-21不同家庭收入之大學生在五個EQ分量表上之差異比較 77
表4-22不同家庭收入之大學生在15個EQ因子上之差異比較 78
表4-23不同人口背景變項在自尊心總分上之描述性統計摘要表 81
表4-24不同性別之大學生在自尊心總分上之差異比較 81
表4-25不同年級之大學生在自尊心總分上之差異比較 83
表4-26不同學業成績之大學生在自尊心總分上之差異比較 84
表4-27不同家庭收入之大學生在自尊心總分上之差異比較 85
表4-28不同人口背景變項在身體活動量之描述性統計摘要表 87
表4-29不同性別之大學生在身體活動量之差異比較 88
表4-30不同年級之大學生在身體活動量之差異比較 89
表4-31不同學業成績之大學生在身體活動量之差異比較 90
表4-32不同家庭收入之大學生在身體活動量之差異比較 91
表4-33不同身體活動量之大學生在EQ總分上之差異比較 93
表4-34不同身體活動量之大學生在五個EQ分量表上之差異比較 94
表4-35不同身體活動量之大學生在15個EQ因子上之差異比較 95
表4-36不同身體活動量之大學生在自尊心總分上之差異比較 98
表4-37男性之身體活動量與自尊心總分、五個EQ分量表之相關 99
表4-38女性之身體活動量與自尊心總分、五個EQ分量表之相關 100
表4-39背景因素、身體活動量、自尊心與EQ總分之相關矩陣 101
表4-40大學生背景因素、身體活動量、自尊心與EQ總分之逐步多元迴歸分析摘要表 102
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