體育課介入不同教師自主支持環境對學童體育課情境動機之差異

Intervention of Different Learning Environment of Teacher Autonomy Support for Situational Motivation on Students’ Physical Education

王文宜(Wen-Yi Wang) ； 陳宥宜(You-Yi Chen) ； 戴育宏(Yu-Hung Tai) ； 吳志銘(Chih-Min Wu)

《臺灣運動教育學報》 12卷1期 (2017/05) Pp. 39-55

https://doi.org/10.6580/JTSP.2017.12(1).03

摘要

目的：探討不同教師自主支持環境對學童體育課情境動機之差異情形。方法：採準實驗設計，以臺北市某國小高年級學童共117位為研究對象，男生62位，女生55位，平均年齡12.14歲。首先透過該校全六年級共11班學童進行兒童版體育課學習動機量表前測，篩選出同質性一致的四個班級進行實驗，分為實驗A組(組織型態教師自主支持環境)、實驗B組(程序性型態教師自主支持環境)、實驗C組(認知型態教師自主支持環境)以及控制組(無教師自主支持環境)。本研究介入6週足球課程，每週2節，每堂課40分鐘，共計12堂，並於每堂體育課後施以「體育課情境動機表」之調查，並以單因子變異數進行資料分析。結果：經由介入四種不同教師自主支持環境，在情境動機上除控制組外，其他組別均有顯著改變。結論：適度提供學童自主支持有助於提升學童體育課情境動機，但當教師給予學童過多的自主支持時，亦有可能無助於學童情境動機的發展。

關鍵字

運動教育學 ； 內/外在動機階層模式 ； 學習動機

並列摘要

Purpose: The purpose of this study was to intervention form different learning environment of teacher autonomy support for situational motivation on students' physical education. Methods: The experimental participants are 117 students (62 boys and 55 girls age all around 12.14 years old) from the same elementary school of Taipei City. Four homogeneity Classes were been selecting by completed ＂the Elementary School Students' Motivational Scale in PE＂ and Four kinds of teacher autonomy support been using in this study. Divided into experimental group A (offer Organizational Autonomy Support environment), the experimental group B (offer Procedural Autonomy Support environment), the experimental group C (offer Cognitive Autonomy Support environment) and a control group (No Autonomy Support). All participations had to complete 12 classes (40 minutes, twice a week, for 6 weeks). After every class, SIMS (Situational Intrinsic Motivation Scale) questionnaire was used to evaluate all participants. One-Way ANOVA was adapted to data statistics. Results: appropriately autonomy supported environment could benefit on students' situational motivation in PE. Conclusions: Too much autonomy support environment may not contribute to the development of student motivation situation.

並列關鍵字

pedagogy ； hierarchical model of intrinsic and extrinsic motivation ； learning motivation

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