大專生桌球學習動機及學習策略對學習表現的預測

The Effects of College Students' Learning Motivation and Learning Strategy on Table Tennis Learning Performance

黃素芬(Su-Fen Huang) ； 陳偉瑀(Wel-Yu Chen)

《臺灣運動心理學報》 4期 (2004/05) Pp. 21-46

https://doi.org/10.6497/BSEPT.20040501_(4).0002

摘要

本研究主要目的是：1.比較不同背景變項的大專生在桌球學習動機、學習策略及學習表現的差異。2.探討大專生的桌球學習動機、學習策略及學習表現的相關。3.探討大專生的桌球學習動機及學習略對學習表現的影響。本研究以德明技術學院體育課選修桌球組的239名學生(男生45名，女生194名)爲研究對象。所有的受試者均接受「學習動機量表」、「學習策略量表」及桌球發球測驗。所得資料以獨立樣本t考驗、積差相關及多元逐步迴歸分析進行統計分析。本研究結果發現：1.在學習動機方面，男生「學習目標」、「內在價值」、「自我期許」優於女生，而女生則比男生有較高的「考試焦慮」。大學部學生的「內在價值」優於專科部學生。2.在學習策略方面，男生在「考試準備」與「動機控制」等因素優於女生。3.日間部學生的學習表現優於進修部學生。4.學習動機的「考試焦慮」、「自我期許」及學習策略的「考試準備」與學習表現有相關。除了考試焦慮與資源管理、情緒支持沒有相關外，學習動機各因素和學習策略各因素均有相關存在。5.學習動機的「考試焦慮」及「自工期許」可以有效預測學生的學習表現。本研究并根據研究發現提出研究結果的應用若干建議。

關鍵字

體育課 ； 性別 ； 學制

並列摘要

The purposes of this study were: 1. to compare the differences of college students'learning motivation, learning strategy, and table tennis learning performance, 2. to explore the relationship between learning motivation, learning strategy, and table tennis learning performance, and 3. to explore the effects of college students' learning motivation and learning strategy on table tennis learning performance. The subjects were 239 students selected from Tak-Ming Institute of Technology. The subjects were administered Learning Motivation Inventory, Learning Strategy Inventory and serving test of table tennis. The collected data were analyzed by t-test (independent), Pearson product-moment correlation and multiple stepwise regression analysis. The findings were as follows: 1. The ”learning goal”, ”intrinsic value”, and ”self-anticipation” of male students were higher than those of female students, and the ”test anxiety” of female students was higher than that of male students. The ”intrinsic value” of university students was higher than that of junior college students. 2. The ”preparing to examine” and ”motivational control” of male students were higher than those of female students. 3. The table tennis learning performance of daytime system students was better than that of continue-education system student's. 4. There was relationship of ”test anxiety”, ”self-anticipation” and ”preparing to examine” with table tennis learning performance. All the factors of learning motivation and learning strategy had relationship except ”test anxiety” with ”resource management” and ”emotional support”. 5. The students' ”test anxiety” and ”self-anticipation” could effectively predict table tennis learning performance. Based on the results and findings of this study, some applications and further research suggestions were offered.

並列關鍵字

physical education course ； sex ； academic system

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