臺灣博碩士論文加值系統

本研究是以Eccles等人(1983)的期望價值理論及Eccles (1998)的父母社會化模式為基礎，來探討國小兒童知覺級任教師運動行為涉入對於兒童運動期望價值信念的影響。本研究包含兩個主要階段，第一個階段是確認以父母社會化模式運用在兒童知覺教師運動涉入的適當性，發現兒童知覺教師運動涉入的情形包括角色楷模及經驗的支持兩種，角色楷模指藉由兒童所觀察到教師參與運動的程度來影響兒童參與運動的信念，而經驗的支持指藉由教師提供的鼓勵、回饋等正向的支持來影響兒童參與運動的信念。正式研究的參與對象為386位國小三到六年級學童(男生204人，女生182人)，由於男、女生在期望價值信念得分上有顯著差異，因此將不同性別兒童受到教師影響的效應分別以標準迴歸方式分析法進行檢驗，預測變項為兒童知覺教師參與運動的程度與兒童知覺教師給予正向支持的程度，效標變項為兒童運動期望信念及價值信念。研究結果顯示角色楷模管道沒有顯著的效應，經驗的支持管道在男童身上有顯著的效應，對女童則無。此研究發現說明以父母社會化模式為基礎探討教師影響兒童參與運動的合理性，同時呼籲級任教師展現積極從事運動的一面，並儘可能給予兒童參與運動的正向支持，以提升兒童參與運動的動機。

The purpose of this study was to examine the children’s perception of classroom teachers’ involvement and their beliefs in physical activities ,based on expectancy-value theory(Eccles et al.,1983) and parent socialization model（Eccles,1998）. There were two sections in this study; one was to examine the mechanism of children’s perception of teachers’ sport involvement.“Role modeling”and ” experience supporting” were found to describe that classroom teachers might influence children’s beliefs through being a role model or providing encouragement, positive feedback and support. The other section of this research was to examine the influence of perceived teachers’ sport involvement on children’s expectancy and value beliefs. 386 children (204 boys and 182 girls) of 3rd grades to 6th grades from elementary schools participated in this study, and the standard regression analysis was conducted. Results showed that the effect of role modeling on children was not significant. The perceived classroom teachers’ experience supporting behavior predicted the expectancy and value beliefs of the boys, but not for the girls. It was suggested that the classroom teachers should positively exhibit their support to children to enhance their motivation on sport.

第一章 緒 論---------------------------------------------- 1
第一節 問題背景------------------------------------------ 1
第二節 期望價值理論-------------------------------------- 4
第三節 社會化模式----------------------------------------- 10
第四節 教師影響學生成就行為之理論與研究------------------------15
第五節 研究目的------------------------------------------ 19
第六節 研究問題------------------------------------------ 20
第七節 研究假設------------------------------------------ 20
第二章 研究方法------------------------------------------ 22
第一節 參與者------------------------------------------- 22
第二節 研究工具--------------------------------------- --------22
第三節 正式施測程序------------------------------------ 31
第四節 資料分析---------------------------------------- 32
第三章 結 果----------------------------------------------- 33
第一節 資料檢核----------------------------------------- 33
第二節 分析結果----------------------------------------- 34
第四章 討 論------------------------------------------------ 39
第一節 學理及應用上的意義------------------------------ 41
第二節 研究限制------------------------------------------ 50
第三節 結論--------------------------------------------- 51
參考文獻------------------------------------------------------ 53
附錄----------------------------------------------------------- 58
附錄一 正式問卷------------------------------------------------58

邱皓政(2006)：量化研究與統計分析。臺北市：五南書局。
林慧真(2004)：國小學生知覺教師期望與自我效能關係之研究。教育行政研究所碩士論文(未出版)。屏東市：國立屏東師範學院。
陳其昌(2007)：運動跨理論模式養成身體活動習慣。學校體育，17(5)，72-80。
陳春蓮(2002)：體育教師有效教學知覺之探討。大專體育，61，99-106。
葉金裕(2002)：國民小學教師有效教學行為之研究-以澎湖地區國小教師為例。國民教育研究所碩士論文(未出版)。台南市：國立台南大學。
曾慧青(2007年7月31日)：打擊兒童肥胖，飲食與運動雙管齊下。財團法人國家政策研究基金會。資料引自http://www.npf.org.tw/particle-2721-1.html.
葛樹人(2001)：心理測驗學。臺北市：桂冠圖書公司。
廖主民(2004)：價值信念與運動行為。中華體育，18(1)，102-112。
潘義祥(2007)：國民小學健康與體育學習領域教師自我效能與教學承諾關係之研究。臺灣運動心理學報，10，37-55。
賴雅馨(2006)：父母對於兒童的運動信念及行為的影響機制與兒童知覺父母涉入的品質。體育學報，41(3)，15-28。
蕭俊杰(2003)：觀察的和知覺的教練回饋行為與少年運動員的動機和自覺能力。體育研究所碩士論文(未出版)。台中市：國立台灣體育學院。
Adalsteinsdottir, K. (2004). Teachers' behaviour and practices in the classroom. Scandinavian Journal of Educational Research, 48(1), 95-114.
Babkes, M. L., & Weiss, M. (1999). Parental influence on children's cognitive and affective responses to competitive soccer participation. Pediatric Exercise Science, 11, 44-62.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Berger, B. G., Pargman, D., & Weinberg, R. S. (2007). Foundations of Exercise Psychology. Morgantown, WV: Fitness Information Technology, Inc.
Brustad, R. J. (1993). Who will go out and play? Parental and psychological influences on children's attraction to physical activity. Pediatric Exercise Science, 5, 210-223.
Clark, D., Blair, S., & Culan, M. (1988). Are HPE teachers good role models? Journal of Physical Education, Recreation and Dance, 59(7), 76-80.
Crosnoe, R., Johnson, K., & Elder, G. H. (2004). Intergenerational Bonding in School: The Behavioral and Contextual Correlates of Student-Teacher Relationship. Sociology of Education, 77(1), 60-81.
Curtis, J., McTeer, W., & White, P. (1999). Exploring effects of school sport experiences on sport participation in later life. Sociology of Sport Journal, 16(4), 348-365.
Dempsey, J. M., Kimiecik, J. C., & Horn, T. S. (1993). Parental influence on children's moderate to vigorous physical activity participation: an expectancy-value approach. Pediatric Exercise Science, 5(2), 151-167.
Eccles, J. S. (1983). Expectancies, Values, and Academic Behaviors. In J.T. Spence (Ed.). Achievement and achievement motivations (pp. 75-121). San Francisco, CA: W. H. Freeman & Co.
Eccles, J. S., & Harold, R. D. (1991). Gender differences in sport involvement: Applying the Eccles' expectancy-value model. Journal of Applied Sport Psychology, 3, 7-35.
Eccles, J. S. (1993). School and family effects on the ontogeny of children's interests, self-perceptions, and activity choice. In J. E. Jacobs & R. Dienstbier (Eds.), Developmental perspectives on motivation (pp. 145-208). University of Nebraska Press.
Eccles, J., & Wigfield, A. (2000). Schooling’s influences on motivation and achievement. In S. Danzinger & J. Waldfogel (Eds.), Securing the future: Investing in children from birth to college (pp.153-181). New York: Russell Sage Foundation.
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
Eccles, J. S. (2007). Families, schools, and developing achievement-related motivations and engagement. New York, NY: The Guilford Press.
Fredricks, J. A., & Eccles, J. S. (2004). Parental influences on youth involvement in sports. Morgantown, WV: Fitness Information Technology, Inc.
Fredricks, J. A., & Eccles, J. S. (2005). Family socialization, gender, and sport motivation and involvement. Sport Psychology, 27, 3-31.
Grusec, J. E., & Goodnow, J. (1994). Impact of parental discipline methods on the child's internalization of values: A reconceptualization of current points of view. Developmental Psychology, 30(1), 4-19.
Jussim, L., Eccles, J., & Madon, S. (1996). Social perception, social stereotypes, and teacher expectations: Accuracy and the quest for the powerful self-fulfilling prophecy. Advances in Experimental Social Psychology, 28, 281-388.
Klem, A. M., & Connell, J. P. (2004). Relationships Matter: Linking Teacher Support to Student Engagement and Achievement. Journal of School Health, 74(7), 262-273.
Kulinna, P. H., & Silverman, S. (2000). Teachers' attitudes toward teaching physical activity and fitness. Research Quarterly for Exercise and Sport, 71, 80-84.
Roberts, G. C., Kleiber, D. A., & Duda, J. L. (1981). An analysis of motivation in children’s sport: Competence in participation. Journal of Sport Psychology, 3, 206-216.
Shah, J. (2003). The motivational looking glass: How significant others implicitly affect goal appraisals. Journal of Personality and Social Psychology, 85(3), 424-439.
Shen, B., McCaughtry, N., & Martin, J. (2007). The influence of self-determination in physical education on Leisure-time physical activity behavior. Research Quarterly for Exercise & Sport, 78(4), 328-338.
Smoll, F. L., & Smith, R. E. (1989). Leadership behaviors in sport: A theoretical model and research paradigm. Journal of Applied Social Psychology, 19, 1522-1551.
Solmon, M. A. (1996). Student issues in physical education classes: Attitudes, cognition, and motivation. In S. Silverman & C. Ennis (Eds.), Student Learning in Physical Education(pp.147-163). Human Kinetics.
Weiss, M. (2000). Motivating kids in physical activity. President's Council on Physical Fitness and Sport Research Digest, 3(11), 3-10.
Wentzel, K. R. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73(1), 287-301.