臺灣博碩士論文加值系統

摘 要
學號：N10864003
論文名稱：探討12週動機式晤談介入對國小體控班學童於體位控制、運動意圖及運動行為之改善效益
總頁數：89頁
學校名稱：國立屏東科技大學 系(所)別：休閒運動健康系研究所
畢業時間及摘要別：109學年度第2學期 碩士學位論文摘要
研究生：黃驛雯 指導教授：徐錦興 博士
論文摘要：
問題：協助國小學童改善不良之健康體位，有助於其身心健全發展。過往在改善學童健康體位之作法，多以飲食控制或運動介入為主，短期雖有改善，但效果較難維持。動機式晤談(Motivational Interviewing) 是一種結合以人本治療、關係建立為原則的一種認知改變模式，具強化其運動意圖之效益，或能讓運動行為更持續。目的：探討12週動機式晤談介入後，對國小體控班學童之體位、運動意圖與運動行為之改善效益。方法：研究者跨校招募20位體位不良之國小二、三年級學童為研究對象；採隨機分派至實驗組與對照組。實驗組學童接受為期三個月、共六次動機式晤談，而對照組學童則僅接受衛教宣導。研究工具為「國小學童運動行為量表」，研究者並統計其參與跳繩課程之出席率、跳繩持續次數，以評估其運動行為改善的程度。統計方法採獨立樣本單因子共變數分析(ANCOVA)，以判別實驗組與對照組之改善程度是否具顯著差異。結論：為期12週之動機式晤談，可激發體位不良之國小學童的運動自我效能、強化其運動行為，但對實質體位之改善效益仍有限，期本研究結果能協助學校師長在擬定國小健康體位策略時之參考。

關鍵詞：健康體位、動機式晤談、運動自我效能。

Abstract
Student ID: N10864003
Title of Thesis: The Effect of a 12-week Motivational Interview Intervention on Body Weight, Exercise Intention and Behavior among Elementary School Students in the Weight-control Program
Total Pages:89
National Pingtung University of Science and Technology
Graduate Institute: Department of Recreational Sport and Health Promotion
Date of Graduation:July, 2021 Degree Conferred: Master Degree
Name of Student:Yi-Wen Huang Advisor:Dr. Chin-Hsing Hsu

Abstract:
Background: Body weight control program is a major issue in compulsory education for it might play an important role in children’s development. The strategies of body weight control focused on diet and exercise intervention here before, however, the effect was hard to retain. Motivational interviewing is a cognitive change method that combines the principles of human-centered therapy and relationship establishment, which may have the effect of strengthening their exercise intentions. Purpose: To explore effects of a 12-week motivational interview intervention on body weight, exercise intention and behavior among elementary school students in the weight-control program. Methods: The researcher recruited 20 second- and third-grade students who were in the body weight control program as subjects in this study, then randomly assigned to the experimental group and the control group. The subjects in the experimental group received six motivational interviews over a period of three months, while the children in the control group only received healthy weight related information. The researcher applied the Children's Exercise Behavior Scale as a tool, and also counted the attendance rate and the duration of rope skipping. To determine the effect between two groups, the researcher applied ANCOVA as a statistical method in this study. Conclusion: Although the difference was not found between two groups on their body weight, results indicated that a 12-week motivational interview program could stimulate the exercise self-efficacy and strengthen the exercise behavior in the experimental group. The results of this study might serve as a reference in drafting the weight control program in the elementary stage.

Keywords: Healthy weight, Motivational interviewing,
Exercise self-efficacy.

目 錄
摘 要……………………………………………………………………………………………………………………………i
Abstract……………………………………………………………………………………………………………………………ii
謝 誌……………………………………………………………………………………………………………………………iv
目 錄……………………………………………………………………………………………………………………………v
圖表目錄……………………………………………………………………………………………………………………………vii
第一章 緒論…………………………………………………………………………………………………………………………1
第一節 問題背景與研究動機………………………………………………………………………………………1
第二節 研究目的………………………………………………………………………………………………………………4
第三節 研究假設………………………………………………………………………………………………………………5
第四節 名詞定義………………………………………………………………………………………………………………5
第二章 文獻探討………………………………………………………………………………………………………………8
第一節 健康體位對國小學童身心健康的重要性………………………………………………8
第二節 運動意圖與運動行為相關研究…………………………………………………………………12
第三節 動機式晤談發展歷程及其相關研究………………………………………………………15
第三章 研究方法……………………………………………………………………………………………………………24
第一節 研究對象……………………………………………………………………………………………………………24
第二節 研究架構……………………………………………………………………………………………………………26
第三節 研究流程……………………………………………………………………………………………………………27
第四節 研究範圍與限制………………………………………………………………………………………………29
第五節 研究工具……………………………………………………………………………………………………………30
第六節 資料處理與分析………………………………………………………………………………………………38
第四章 結果與討論………………………………………………………………………………………………………39
第一節 研究對象基本資料與體位分佈…………………………………………………………………39
第二節 動機式晤談策略介入對改善國小學童健康體位之效益…………………42
第三節 動機式晤談策略介入對激發國小學童運動意圖之效益…………………48
第四節 動機式晤談策略介入對強化國小學童運動行為之效益…………………55
第五節 討論………………………………………………………………………………………………………………………58
第五章 結論與建議………………………………………………………………………………………………………61
第一節 結論………………………………………………………………………………………………………………………61
第二節 建議………………………………………………………………………………………………………………………62
參考文獻………………………………………………………………………………………………………………………………64
一、中文部分……………………………………………………………………………………………………………………64
二、英文部分……………………………………………………………………………………………………………………70
附 錄 一 …………………………………………………………………………………………………………………………81
附 錄 二 …………………………………………………………………………………………………………………………82
附 錄 三 …………………………………………………………………………………………………………………………83

圖表目錄
表2-1 兒童與青少年生長身體質量指數(BMI)建議值…………………………………9
表2-2 國內對動機式晤談運用之相關研究彙整表………………………………………20
表3-1 二、三年學童體位不良(BMI)建議值對照表……………………………………25
表3-2 本研究之動機式晤談搭配「行為改變階段模式」課程設計表 36
表4-1 實驗組之生理數據摘要表…………………………………………………………………………40
表4-2 對照組之生理數據摘要表…………………………………………………………………………41
表4-3 體重過輕組學童體重之估計的邊緣平均數摘要表…………………………43
表4-4 體重過輕組學童體重共變數摘要表………………………………………………………44
表4-5 肥胖組學童體重之估計的邊緣平均數摘要表…………………………………45
表4-6 肥胖組學童體重共變數摘要表………………………………………………………………45
表4-7 身體質量指數之估計的邊緣平均數摘要表………………………………………46
表4-8 身體質量指數共變數摘要表……………………………………………………………………46
表4-9 身體質量指數之估計的邊緣平均數………………………………………………………47
表4-10 身體質量指數共變數摘要表……………………………………………………………………48
表4-11 運動知覺利益之估計的邊緣平均數摘要表………………………………………49
表4-12 運動知覺利益共變數摘要表……………………………………………………………………49
表4-13 運動知覺障礙之估計的邊緣平均數摘要表………………………………………50
表4-14 運動知覺障礙共變數摘要表……………………………………………………………………50
表4-15 運動自我效能之估計的邊緣平均數摘要表………………………………………51
表4-16 運動自我效能共變數摘要表……………………………………………………………………52
表4-17 運動改變方法之估計的邊緣平均數摘要表………………………………………53
表4-18 運動出席頻率共變數摘要表……………………………………………………………………53
表4-19 運動出席頻率之估計的邊緣平均數摘要表………………………………………55
表4-20 運動出席頻率共變數摘要表……………………………………………………………………56
表4-21 跳繩持續次數之估計的邊緣平均數摘要表………………………………………57
表4-22 跳繩持續次數共變數摘要表……………………………………………………………………57


圖3-1 研究架構圖…………………………………………………………………………………………………………26
圖3-2 研究流程圖…………………………………………………………………………………………………………28
圖3-3 行為改變階段模式圖………………………………………………………………………………………37
圖4-1 實驗組-運動行為階段前後變化折線圖…………………………………………………54
圖4-2 對照組-運動行為階段前後變化折線圖…………………………………………………54

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