大專學生成就目標取向與體育老師領導風格之關係研究

A Study of Relationship between College Students' Achievement Goal Orientation and Physical Education Teacher Leadership Style

楊育寧(Yu-Ning Yang) ； 陳錦偉(Chin-Wei Chen) ； 尹湘蕾(Hsiang-Lei Yin)

《國立臺中技術學院學報》 14期 (2010/01) Pp. 15-24

https://doi.org/10.29427/JNTIT.201001_14.0002

摘要

本研究主要目的為探討不同性別與成就目標取向之大專學生感知到體育老師領導風格及其結果影響之間的關係情形。以398（男128人、女270人）位台中市大專院校大一學生為研究對象，研究工具為「運動目標取向量表」和「多元領導量表」。結果顯示：男生認為老師的領導風格有較多的主動例外管理，被動例外管理和放任主義專的領導行為；而且男生也較女生感知到老師的領導較有效果、在目標取向方面，高工作／高自我取向的學生，皆較低工作／高自我和低工作／低自我取向的學生認為老師的領導行為中有較多的偶像行為影響、偶像歸因影響、激勵鼓舞、智能啟發、個別關懷、滿意度、效果和額外付出努力。而高工作／高自我和高工作／低自我取向的學生皆較低工作／低自我取向的學生認為老師有較多的權變酬賞行為。於預測結果理發現：智能啟發、激勵鼓舞、個別關懷、權變酬賞等領導因素能有效預測學生的滿意程度；智能啟發，偶像歸因影響、個別關懷、權變酬賞和自我取向等因素能有效的預測老師的領導效果；智能啟發、偶像歸因影響、個別關懷和自我取向等因素愈多，愈能使學生額外的付出勢力去學習。結論：大專生的目標取向確實為影響其對老師的不同領導因素的風格之一；而智能啟發和個別關懷的領導方式，似乎是影響老師領導風格結果中主要因素之一。

關鍵字

成就目標取向 ； 領導風格

並列摘要

The aim of this study was to explore the relationship among gender, achievement goal orientations, and physical education teachers' leadership styles for college students. The samples were the freshmen of college students in Taichung City. There were 398 participants (128 males & 270 females) to fill in Task and Ego Orientation in Sport Questionnaire and Multifactor Leadership Questionnaire. The data were analyzed by descriptive statistics, one-way and two-ways MANOVA, and multiple regression analysis. The results were as follows: Males were significant greater than females on active management-by-exception, passive management-by-exception, laissez-faire, and effectiveness of teachers' leadership styles. On students' achievement goal orientations, high task/high ego orientation students were significant greater than low task/high ego and low task/low ego orientation students on idealized influence-behavior, idealized influence-attributed, inspirational motivation, intellectual stimulation, individual consideration, satisfaction, effectiveness, and extra effort. High task/high ego and high task/low ego students are significantly greater than low task' low ego orientation group in contingent reward. The factors, intellectual stimulation, inspirational motivation, individual consideration, and contingent reward, could predict satisfaction. The factors, intellectual stimulation, idealized influence-attributed, individual consideration, contingent reward, and ego goal orientation, could predict effectiveness. The factors, intellectual stimulation, idealized influence-attributed, individual consideration, ego goal orientation, could predict extra effort. Conclusions: the achievement goal orientation of college students is the main effect to perceive teachers' leadership styles. The factors, intellectual stimulation and individual consideration, of leadership styles seem to he the major consequence to affect students.

並列關鍵字

Achievement goal orientation ； leadership styles