國中生運動性社團參與動機、人際關係與學習成效之研究

Relationship among Participating Motivations, Interpersonal Relationship and Learning Achievement of Junior High School Students in Sport Clubs

李素箱(Su-Shiang Lee) ； 楊文廣(Wen-Goang Yang) ； 林志偉(Chih-Wei Lin) ； 陳坤厚(Kun-Hou Chen)

《運動休閒餐旅研究》 8卷3期 (2013/09) Pp. 13-34

https://doi.org/10.29429/JSLHR.201309_8(3).02

摘要

本研究旨在探討國中生運動性社團參與動機、人際關係與學習成效之關係，並探討不同背景變項之國中生運動性社團參與動機、人際關係與學習成效之差異情形，以臺中市海線地區18所國民中學參與運動性社團學生為研究母群，採分層比例取樣，共發放問卷450份，回收有效問卷412份，有效回收率91.56%。所得資料經統計分析結果如下：國中生參與運動性社團情形，以男性、一年級學生、參與球類性社團、父母支持參與、參與社團時間一學期及每週有額外運動者佔多數；國中生運動性社團參與動機以「健康適能」動機因素最高，人際關係以「情緒支持」因素最高，社團學習成效以「技能成效」因素最高。本研究發現國中生運動性社團之「健康適能」、「自我成就」及「社會需求」等參與動機與人際關係之「情緒支持」與「溝通接納」可有效預測學習成效。最後根據研究結果，提出實務之策略及建議。

關鍵字

參與行為 ； 同儕關係 ； 學習評量

並列摘要

This study sought to determine whether there were relationships existed among participating motivations, interpersonal relationship and learning achievement of junior high school students in sport clubs, and discussed the differences among participating motivations, interpersonal relationship and learning achievement base on personal background. In this study primary junior high school students who participated in sport clubs. The subjects selected from each administrative districts from 18 schools in the coastal area of Taichung. The study was conducted on a proportional random sampling. 450 survey instruments were distributed, and 412effective instruments were returned, for an effective rate of 91.65%. The data obtained were analyzed with statistical techniques. First, the data showed most of participants were male, 1st grade students, most played ball sports, parents supported students who participate in sport clubs, In terms of time for participation, the semester students spent most, Most of them were extra sports time. Second, the highest level of participating motivated scale was ”Health fitness”, interpersonal relationship scale was ”emotional support”, and learning achievement was ”skill achievement”. Third, learning achievement can be predicted through the ”Health fitness”, the ”self-efficacy” and the ”social needs” within the category of the participating motivated. The learning achievement can be predicted through the ”emotional support” and the ”communication and acceptance” within the category of the interpersonal relationship. Overall, based on the findings will provide related suggestions to the administration at schools for their reference with respect to improvement in the campus affair policies.

並列關鍵字

participating behavior ； peer relationship ； learning assessment

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