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國小體育教師支持和學生體育課參與動機歷程之關係-應用自我決定理論

Students' Motivational Processes and Their Relationship to Teacher Support in School Physical Education: A Self-Determination Theory Approach

摘要


Purpose: To examine the proposed path model of motivational processes described by self-determination theory (Deci & Ryan, 1985): the influence of the PE teachers' autonomy support, competence support and relatedness support on students' motivation in PE is exerted through the needs for autonomy, competence and relatedness, which in turn influenced students' concentration, enjoyment and preference for challenging tasks. Questionnaires were used to obtained data. Methods: The participant were 595 higher grades students aged 11-14 years from Taipei County。Results: The adequacy of the models tested was analyzed via SEM using Version 7.0 of the statistical program AMOS. Results of the SEM analysis revealed the model was a good fit to the data, χ^2 (262) = 624.70, p<.001; CN=286; RMR= .05; RMSEA= .05; GFI= .92; AGFI= .90; NFI= .93; CFI= .96, showed that (1) perceived PE teachers' autonomy support and competence support was the predictive variables of autonomy and competence (ß= .51, .46, p<.05); perceived PE teachers' relatedness support was the predictive variables of relatedness and competence (ß = .38, .20, p<.05). (2) autonomy, competence and relatedness can predict selfdetermination motivation, competence was the major predictor (ß = .09, .56, .19, p<.05). (3) self-determination motivation can positively predict concentration, enjoyment and preference for challenging tasks (ß = .70, .90, .79, p<.05). (4) the model showed that students who perceived PE teachers' autonomy support, competence support and relatedness support had greater levels of autonomy, competence and relatedness and facilitated self-determination motivation, furthermore experienced concentration, enjoyment and preference for challenging tasks. Conclusion: Physical education teachers in teaching should be used to meet the psychological needs of students of teaching methods in order to enhance self-determination motivation, and have a positive cognitive, affective and behavior.

關鍵字

基本心理需求 動機 體育課

並列摘要


Purpose: To examine the proposed path model of motivational processes described by self-determination theory (Deci & Ryan, 1985): the influence of the PE teachers' autonomy support, competence support and relatedness support on students' motivation in PE is exerted through the needs for autonomy, competence and relatedness, which in turn influenced students' concentration, enjoyment and preference for challenging tasks. Questionnaires were used to obtained data. Methods: The participant were 595 higher grades students aged 11-14 years from Taipei County。Results: The adequacy of the models tested was analyzed via SEM using Version 7.0 of the statistical program AMOS. Results of the SEM analysis revealed the model was a good fit to the data, χ^2 (262) = 624.70, p<.001; CN=286; RMR= .05; RMSEA= .05; GFI= .92; AGFI= .90; NFI= .93; CFI= .96, showed that (1) perceived PE teachers' autonomy support and competence support was the predictive variables of autonomy and competence (ß= .51, .46, p<.05); perceived PE teachers' relatedness support was the predictive variables of relatedness and competence (ß = .38, .20, p<.05). (2) autonomy, competence and relatedness can predict selfdetermination motivation, competence was the major predictor (ß = .09, .56, .19, p<.05). (3) self-determination motivation can positively predict concentration, enjoyment and preference for challenging tasks (ß = .70, .90, .79, p<.05). (4) the model showed that students who perceived PE teachers' autonomy support, competence support and relatedness support had greater levels of autonomy, competence and relatedness and facilitated self-determination motivation, furthermore experienced concentration, enjoyment and preference for challenging tasks. Conclusion: Physical education teachers in teaching should be used to meet the psychological needs of students of teaching methods in order to enhance self-determination motivation, and have a positive cognitive, affective and behavior.

參考文獻


周宏室、劉照金(2004)。影響台灣地區學生體育態度之關鍵因素研究。大專體育學刊。6,1-15。
劉義群(2004)。不同性質體育課程學生知覺動機氣候、自覺能力、參與體育課動機與滿意度之研究(碩士論文)。國立體育學院。
謝文娟(2008)。國中體育教師領導風格對國中學生上體育課動機的影響(碩士論文)。國立雲林科技大學。
Clifford, M. M.(1990).Students need challenge, not easy success.Educational Leadership.5,22-26.
Cox, A.,Williams, L.(2008).The roles of perceived teacher support, motivational climate, and psychological need satisfaction in students' physical education motivation.Journal of Sport and Exercise Psychology.30,222-239.

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劉盈芳(2011)。學校依附感與教師支持〔碩士論文,國立臺北大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0023-1507201115234900
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