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研究生:蔡春花
研究生(外文):Chun-Hua Tsai
論文名稱:國小運動代表隊學童能力信念、2x2成就目標、能力知覺與自我設限關係研究
論文名稱(外文):Relationships among Children’s Ability Beliefs, Achievement Goals, Perceived Competence and Self Handicapping
指導教授:盧俊宏盧俊宏引用關係
指導教授(外文):Frank J.H. Lu
學位類別:碩士
校院名稱:國立體育大學
系所名稱:體育研究所
學門:教育學門
學類:專業科目教育學類
論文種類:學術論文
論文出版年:2009
畢業學年度:97
語文別:中文
論文頁數:106
中文關鍵詞:成就目標精熟趨近宣稱性自我設限
外文關鍵詞:declarative self handicappingmastery approachachievement goals
相關次數:
  • 被引用被引用:0
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  • 下載下載:34
  • 收藏至我的研究室書目清單書目收藏:0
本研究旨在探討國小運動代表隊學童能力信念、2x2成就目標、能力知覺與自我設限之關係。本研究目的有三: 一、探討國小運動代表隊學童能力信念、2×2成就目標、能力知覺與自我設限間的相關情形。二、探討國小運動代表隊學童能力信念與2×2成就目標是否受到能力知覺的調節。三、探討國小運動代表隊學童能力信念是否透過2×2成就目標影響國小高年級運動代表隊學童自我設限。
本研究以就讀臺中市國小高年級的運動代表隊學童為研究對象,參與者以校隊為單位,共有10校計335人平均年齡12歲,共得到有效問卷322份(男生194人,女生128人),無效問卷13份。研究工具為國小學童能力信念量表、國小學童2×2運動成就目標量表、能力知覺量表與運動代表隊自我設限量表。所蒐集之資料以皮爾遜積差相關分析和階層迴歸分析來驗證。
經資料分析結果,本研究可得出結論如下:
一、在相關方面:固定論能力信念與自我設限正相關;增長論能力信念與自我設限呈負相關;固定論能力信念和表現趨近目標、表現逃避目標呈負相關;增長論能力信念和精熟趨近目標、精熟逃避目標呈正相關;精熟趨近目標和自我設限有負相關;精熟逃避目標和自我設限有正相關;表現趨近目標和自我設限有負相關;表現逃避目標和自我設限有正相關。
二、預測部份:精熟趨近目標對固定論能力信念與自我設限有部分中介的情形;增長論能力信念對自我設限有部分中介的情形;精熟趨近目標對固定論能力信念與自我設限有部分中介的情形;增長論能力信念對自我設限有部分中介的情形。

Abstract

The purpose of this study was to examine the relationships among children’s ability beliefs, achievement goals, perceived competence, and self handicapping. Specifically, this study examined: (1) whether the relationship between children’s ability beliefs and achievement goals was moderated by perceived competence, and (2) whether children’s achievement goals mediated the relationship between ability beliefs and self handicapping. This study sampled 335 elementary children (males=194; females=128) with mean age of 12 years, and administered with Children’s Ability Belief Scale, 2×2 Achievement Goals in Sport Questionnaire, Perceived Competence Scale, and Self Handicapping in Sport Questionnaire. By using Pearson Production Correlation Analysis and Hierarchical Regression, this study found the following results:
(1) Correlations: entity ability beliefs positively correlated with self handicapping, performance approach goal while incremental ability beliefs negatively correlated with self handicapping but positively correlated with mastery approach goal. Also, mastery and performance approach goals negatively correlated with self handicapping while mastery and performance avoidance goals positively correlated with self handicapping.
(2) Predictions: This study found perceived ability moderated the relationship between entity ability belief and avoidance goal approach. Also, it was found that mastery approach partially mediated the relationship between entity ability belief and self handicapping.
This study concluded that coaches and physical educators should considered children’s ability beliefs tendencies and achievement goals so to construct a healthy physical activity environment and enhance children’s well-being through physical activity.
Keywords: mastery approach, achievement goals, declarative self handicapping

第一章 緒論

第一節 研究背景------------------------------------ 1
第二節 研究目的------------------------------------ 8
第三節 名詞解釋------------------------------------ 8
第四節 研究意義和重要性------------------------- 11
第五節 研究範圍------------------------------------ 12

第二章 文獻探討

第一節 自我設限的概念---------------------------- 13
第二節 能力信念及其相關研究-------------------- 21
第三節 成就目標理論及其相關研究--------------- 26
第四節 能力信念與成就目標之實證研究----------- 33
第五節 成就目標與能力知覺的相關研究---------- 35
第六節 研究假設------------------------------------ 38

第三章 研究方法

第一節 研究架構------------------------------------ 40
第二節 研究對象------------------------------------ 41
第三節 研究工具------------------------------------ 41
第四節 研究步驟------------------------------------ 51
第五節 資料處理------------------------------------ 52

第四章 結果與討論

第一節 研究資料初步分析-------------------------- 53
第二節 能力信念、能力知覺、2×2成就目標和自我
設限的關係---------------------------------- 55
第三節 國小運動代表隊學童能力信念、2×2成就目
標及能力知覺對自我設限之預測情形------ 57
第四節 能力信念透過2×2成就目標影響國小運動代
表隊學童自我設限--------------------------- 62
第五節 討論------------------------------------------ 72

第五章 結論與建議

第一節 結論------------------------------------------ 75
第二節 建議------------------------------------------ 77

參考文獻----------------------------------------------- 79

附錄
一 問卷------------------------------------------ 92
二 家長同意書---------------------------------- 95

表 目 錄

表 1 2×2 成就目標的架構------------------------ 9
表 2-1 學者對自我設限研究的整理歸納----------- 17
表 2-2 學習動機模式-------------------------------- 26
表 3-1 2×2成就目標量表探索性因素分析與信度分析摘要表------------------------------------ 44
表 3-2 自我設限量表探索性因素分析與信度分析摘要表----------------------------------------- 47
表 3-3 能力信念量表之探索性因素分析與信度分析摘要表--------------------------------------- 50
表 4-1 參與者在各變項上的基本描述統計摘要表-- 54
表 4-2 參與者在各變項上的偏態與峰度係數摘要表----------------------------------------------- 55
表 4-3 各變項之間的簡單相關矩陣---------------- 56
表 4-4 精熟趨近目標為依變項的階層迴歸分析結果摘要表--------------------------------------- 58
表 4-5 精熟逃避目標為依變項的階層迴歸分析結摘要表--------------------------------------- 59
表 4-6 表現趨近目標為依變項的階層迴歸分析結果摘要表--------------------------------------- 62
表 4-7 能力信念預測精熟趨近目標階層迴歸分析結果摘要表------------------------------------ 64
表 4-8 精熟趨近目標預測自我設限階層迴歸分析結果摘要表------------------------------------ 65
表 4-9 能力信念預測自我設限的階層迴歸分析結果摘要表--------------------------------------- 65
表 4-10 能力信念預測精熟趨近目標階層迴歸分析結果摘要表------------------------------------ 66
表 4-11 能力信念預測精熟逃避目標階層迴歸分析結果摘要表------------------------------------ 67
表 4-12 精熟逃避目標預測自我設限階層迴歸分析結果摘要表---------------------------------- 67
表 4-13 能力信念預測精熟趨近目標階層迴歸分析結果摘要表------------------------------------ 68
表 4-14 表現趨近目標預測自我設限階層迴歸分析結果摘要表------------------------------------ 69
表 4-15 能力信念預測表現逃避目標階層迴歸分析結果摘要表------------------------------------ 69
表 4-16 精熟趨近目標預測自我設限階層迴歸分析結果摘要表-------------------------------------------70
表 4-17 能力信念預測自我設限的階層迴歸分析結果摘要表--------------------------------------- 70
表 4-18 能力信念預測表現逃避目標階層迴歸分析結果摘要表--------------------------------- 71


圖 目 錄

圖 3-1 研究架構圖-------------------------------40
圖 3-2 研究步驟圖-------------------------------51
圖 4-1 固定論信念與能力知覺交互作用預測精熟逃避目標--------------------------------------- 60
圖 4-2 增長論信念與能力知覺交互作用預測精熟逃避目標--------------------------------------- 61
圖 4-3 中介變項的要件圖------------------------ 63

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