臺灣博碩士論文加值系統

本研究目的有四：（一）探討知覺體育教師支持（自主性支持、勝任感支持、關係感支持）對心理需求（自主性、勝任感、關係感）之預測情形；（二）探討知覺心理需求對自我決定型態動機之預測情形；（三）探討自我決定型態動機對專注力、樂趣感和選擇挑戰性工作之預測情形；（四）以線性結構關係方程式驗證本研究所提出的動機因果模式。本研究參與者為臺北縣十一所國小高年級學生共595名，其中男生295名，女生300名，平均年齡11.98±0.75歲。採用的量表包括教師支持量表、心理需求滿意度量表、自我決定型態動機量表、專注力量表、樂趣感量表及選擇挑戰性工作量表。研究結果顯示：（一）自主性支持能有效預測自主性，勝任感支持和關係感支持能有效預測勝任感，自主性支持和關係感支持能有效預測關係感。（二）勝任感和關係感是自我決定型態動機的預測變項，勝任感的預測力較大。（三）自我決定型態動機能有效預測專注力、樂趣感及選擇挑戰性工作。（四）自主性支持、勝任感支持和關係感支持皆透過自主性、勝任感和關係感影響自我決定型態動機，再進而影響專注力、樂趣感和選擇挑戰性工作的假設模式在全體參與者、男生群體和女生群體皆獲得部分支持。根據研究結果與討論，本研究亦對於實際應用與未來進一步的研究提出建議。


關鍵詞：自主性、勝任感、關係感、結構方程模式

Purposes of this study were: (1) to explore the prediction of perceived support for physical education teachers (autonomy support, competence support, relatedness support) on psychological needs (autonomy, competence, relatedness); (2) to examine the prediction of perceived psychologicall needs on self-determinated motivation; (3) to test the prediction of self-determinated motivation on the concentration, enjoyment and preference for challenging tasks; and (4) to examine the adequacy of the hypothesized model of motivational processes by structural equation modeling (SEM). Participants were 595 5th and 6th grade students studying in 11elementary schools in Taipei county including 295 boys and 300 girls, whose average age is 11.98 ± 0.75 years old. The measures conisted of Teacher Support Inventory, Psychological Needs Satisfaction Inventory, Self-determinated Motivation Inventory, Concentration Inventory, Enjoyment Inventory, and Preference for Challenging Tasks Inventory. The results showed that:
1. Autonomy support effectively predicted autonomy. Competence support and relatedness support were the predictors of competence. Autonomy support and relatedness support effectively predicted relatedness.
2. Self-determinated motivation was predicteded by perceptions of competence and relatedness. Specifically, competence expressed the best predictive power.
3. Self-determinated motivation could effectively predict concentration, enjoyment and preference for challenging tasks.
4. The models that autonomy support , competence support , and relatedness support through autonomy, competence, and relatedness impacted self-determinated motivation , furthermore, influenced concentration, enjoyment and preference for challenging tasks among total participants, boys and girls partially supported the hypothesized model of motivational processes.
According to the results and discussion, the practical application and future research suggestions are provided.

Key words: autonomy, competence, relatedness, structural equation modeling.

目　　次
中文摘要 I
英文摘要 II
表 次 VI
圖 次 VII
第壹章 緒論 1
第一節 問題背景 1
第二節 研究目的 4
第三節 研究問題 5
第四節 研究假設 5
第五節 名詞操作型定義 6
第貳章 文獻探討 10
第一節 自我決定理論 10
第二節 Vallerand的內在與外在動機的階層模式 19
第三節 自我決定理論相關的研究 22
第參章 研究方法 31
第一節 研究架構 31
第二節 研究參與者 31
第三節 研究工具 32
第四節 實施程序 45
第五節 資料處理 46
第肆章 研究結果 47
第一節 基本描述統計和簡單相關 47
第二節 知覺體育教師支持對心理需求的預測情形 49
第三節 心理需求對自我決定型態動機的預測情形 52
第四節 自我決定型態動機對專注力、樂趣感、選擇挑戰性工作的預測情形 53
第五節 體育教師支持透心理需求影響自我決定型態動機，進而影響專注力、樂趣感、選擇挑戰性工作的因果模式 56
第伍章 討論 65
第一節 知覺體育教師支持對心理需求的預測情形 65
第二節 心理需求對自我決定型態動機的預測情形 67
第三節 自我決定型態動機對專注力、樂趣感、選擇挑戰性工作的預測情形 68
第四節 以線性結構關係方程式驗證知覺體育教師支持透過心理需求影響自我決定型態動機的因果模式 69
第陸章 結論與建議 71
第一節 結論 71
第二節 建議 72
參考文獻 75
附錄一：填答說明及基本資料 80
附錄二：教師支持預試量表 81
附錄三：心理需求滿意度預試量表 82
附錄四：自我決定型態動機預試量表 83
附錄五：專注力、樂趣感、選擇挑戰性工作預試量表 85
附錄六：教師支持正式量表 86
附錄七：心理需求滿意度正式量表 87
附錄八：自我決定型態動機正式量表 88
附錄九：專注力、樂趣感、選擇挑戰性工作正式量表 90
附錄十：假設模式之變異數 91
附錄十一：假設模式之標準化迴歸係數 92
附錄十二：假設模式之迴歸係數 93

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