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研究生:謝文彬
研究生(外文):Hsien Wen-Pin
論文名稱:驗證工作需求—資源模式影響國中體育班學生運動投入之研究
論文名稱(外文):The Relationship between Job Demand-Resource Model on Physical Education Student’s Sport Engagement in Junior High Schools
指導教授:張家銘張家銘引用關係
指導教授(外文):Chang Chia-Ming
學位類別:碩士
校院名稱:國立嘉義大學
系所名稱:體育與健康休閒學系研究所
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
畢業學年度:102
語文別:中文
論文頁數:82
中文關鍵詞:工作需求資源模式體育班運動投入
外文關鍵詞:job demandresource modelPE classsport engagement
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本研究為暸解體育班學生所知覺之工作需求、工作資源,以及運動投入現況,並探討工作需求-資源模式對體育班學生運動投入之影響。研究工具以自編工作需求-資源與運動投入問卷進行調查。研究對象以台北市7所公立國中體育班7-9年級共21個班學生為研究對象,共發出520份問卷,回收有效問卷446 份,有效回收率85.8%。經統計分析獲得以下結果:一、國中體育班學生之工作需求認知分析,整體認知屬於普通程度。各構面中以升學現象構面感受到最高,而與同學互動構面感受到最低。二、在工作資源認知分析,整體認知屬於同意程度。在構面方面,可知國中體育班學生感受到最高的為家庭支持構面,而最低的構面為學校支持。三、在運動投入認知分析,整體認知屬於同意程度。在構面方面,可知國中體育班學生感受到最高的為奉獻構面,而最低的為活力構面。四、國中體育班學生的性別、年級及運動訓練年不會影響工作需求四個構面上認知不同。國中體育班學生的訓練年資變項及不會影響工作資源四個構面上認知不同。性別在教練支持構面,發現男同學感受教練支持程度高於女同學;在家庭支持構面,男同學感受教練支持程度高於女同學。年級變項在學校支持構面,七年級同學感受學校支持程度高於八年級與九年級女同學;在教練支持構面,七年級同學感受教練支持程度高於八年級。五、國中體育班學生的年級與訓練年資變項及不會影響在運動投入三個構面上認知不同。性別在活力構面,發現男同學運動投入程度高於女同學;在奉獻構面,男同學奉獻程度高於女同學;在專注構面,男同學奉獻程度高於女同學。六、本研究模式中工作需求的升學現象、訓練壓力、與同學互動、課堂問題四個構面,資源模式的學校支持、教練長支持、家庭支持、同學支持四個構面,能解釋國中體育班學生運動投入變項的解釋變異量為39.8%,顯示出此模型的預測能力是很好的。在模式中除了與同學互動變項未顯著影響學生運動投入變項,而升學現象、訓練壓力及課堂問題等三個變項皆會顯著負向影響學生運動投入變項。資源模式的學校支持會顯著正向調節升學現象對運動投入的影響關係;教練支持會顯著正向調節與同學互動對運動投入的影響關係;家庭支持會顯著正向調節課堂問題對運動投入的影響關係;同學支持會顯著負向調節升學現象對運動投入的影響關係,同學支持會顯著負向調節訓練壓力對運動投入的影響關係,同學支持會顯著正向調節與同學互動對運動投入的影響關係。以上所的結果將提供學校體育班負責單位及未來相關研究參考。
The purpose of this study is to understand physical education (PE) students’ perception of job demands, job resources, and sport engagement, and further to discuss their sport engagement using job demand-resource model. The instrument used in this study was a self-developed survey and subjects were students of 21 PE classes selected from seven public junior high schools. A total of 520 surveys were distributed. 446 surveys were returned, with a returning rate of 85.8%.
The statistical analysis indicated that PE students’ perceptions of constructs (i.e., pursuit of higher education, training stress, peer interaction, and class participation) in job demands analysis turned out to be neutral. While pursuit of higher education was perceived the most important, peer interaction was perceived the least important. On the other hand, they tended to agree with most statements based on 5-point Likert-scale in both job resources analysis and sport engagement analysis. Family support was perceived the most important and school support the least important in job resources analysis. Commitment was perceived the most important whereas involvement was the least important in sport engagement analysis.
Sex, grade, and years of training had no impacts on four constructs in job demands analysis. Years of training had no impacts on four constructs (i.e., school support, family support, peer support, and coach support) in job resources analysis, either. Furthermore, when comparing sex and constructs in job resources analysis, male students were more likely than their female counterparts to perceive more coach support and family support. In terms of grade and support constructs, seven-graders were more likely to perceive school support than eighth- and ninth-graders, and coach support than eighth-graders.
Grade and years of training were found to have no impacts on three sport engagement constructs (i.e., involvement, commitment, and attention). With respect to sex and three engagement constructs, the level of commitment, involvement, and attention of male students were higher than those of female students. Overall, the job demand-resource model used in this study explained 39.8% of variance of sport engagement of PE students, suggesting that such a model serves a good predicator of engagement.
The study results, in addition, reported that pursuit of higher education, training stress, and class participation had significant negative impacts on sport engagement, while no significant impact was found to exist between peer interaction and sport engagement. When moderating effects were present in the study, the moderating effects of school support on pursuit of higher education and sport engagement, of coach support on peer interaction and engagement, and of family support on class participation and engagement were found to be significantly positive. However, peer support had significant negative moderating impacts on the relationship between pursuit of higher education and sport engagement, and between training stress and sport engagement. This study has implications for future research and current PE class management.

中文摘要………………………………………………… i

英文摘要………………………………………………… iii

誌謝詞…………………………………………………… v

目次……………………………………………………… vi

表次……………………………………………………… viii

圖次……………………………………………………… x

第一章 緒論…………………………………………… 1
第一節 研究動機…………………………………………… 1
第二節 研究目的…………………………………………… 3
第三節 研究問題…………………………………………… 3
第四節 名詞釋義…………………………………………… 3
第二章 文獻探討…………………………………………… 5
第一節 工作需求—資源模式理論介紹…………………… 5
第二節 運動投入之理論介紹……………………………… 16
第三節 工作需求—資源模式對學生運動投入之影響…… 25
第三章 研究方法…………………………………………… 29
第一節 研究架構…………………………………………… 29
第二節 研究流程圖………………………………………… 30
第三節 研究對象…………………………………………… 32
第四節 研究工具…………………………………………… 32
第五節 資料處理…………………………………………… 39
第四章 分析結果…………………………………………….. 41
第一節 參與者基本資料描述統計分析……………………… 41
第二節 國中體育班學生之工作需求、工作資源及運動投入之現況分析…………………………………………… 42
第三節 國中體育班學生基本背景變項在工作需求、工作資 源及運動投入之差異分析…………………………… 46
第四節 國中體育班學生工作需求、工作資源及運動投入之影響關係……………………………………………… 49
第五章 結論與建議…………………………………………… 55
第一節 結論……………………………………………………. 55
第二節 建議……………………………………………………. 56
參考文獻………………………………………………………… 59
中文部分………………………………………………………... 59
外文部分………………………………………………………... 61
附錄
附錄A體育班學生工作需求、工作資源、運動投入問卷……. 68

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