探究大學生體育課動機、情緒與滿意度之性別差異與關聯

目的：從期望價值理論與正向心理學的拓展建立理論為基礎探討：一、不同性別之大學生在動機、情緒與滿意度上的差異：二、動機、情緒與滿意度等心理構面間的關聯性。方法：以北區大學校院468名學生為對象，施以大學生體育課情意量表（包含期望、價值、正向、負向情緒）及「滿意度」問卷的測驗，資料以獨立樣本t考驗、積差相關與迴歸分析進行差異、相關與預測之考驗。結果：一、不同性別在價值、正向情緒、負向情緒與滿意度等構面有顯著差異，但在期望構面則無顯著差異，其中價值、期望、正向情緒與滿意度均為男高於女，負向情緒部分則是女生較高。二、在相關分析中期望、價值、正向情緒及滿意度構面皆為正相關，而前述構面與負向情緒皆為負相關。三、期望、價值、正向情緒與負向情緒均能預測滿意度，正向情緒與價值的預測力較高（分別為33％與31％）。結論：大學生在動機與情緒均存在性別上的差異，除性別之社會與文化差異原因外，正可能因為動機與情緒因素導致滿意度上也產生差異，建議教師在體育課程中應注意學生在性別上的差異，並針對不同背景學生考量適時調整授課之方式，從引發學生的學習動機為起點，並採取適當教學方式以提升學生的滿意度。

關鍵字

期望價值理論；拓展建立理論；體育課情意

並列摘要

Purpose: This study grounded by expected value theory and broaden-and-build theory of positive psychology to explore (1) the difference of different gender college students on motivation, emotions, and satisfaction; (2) the association among motivation, emotions, satisfaction of psychological dimensions. Methods: The participants were students from northern colleges. A total of 468 questionnaires were collected. This study used physical education class affection scales (including expectancy, value, positive and negative emotions) and satisfaction scale. Independent samples t-test, Pearson's product-moment correlation coefficient and regression analysis were employed to test the difference, relationship, and prediction. Results: (1) Different gender students show the significant difference on value, positive and negative emotions, and satisfaction dimensions; yet have no significant difference on expectancy dimension. Males were higher than females on the dimensions of value, expectancy, positive emotion, and satisfaction. In contrast, females were higher than males on negative emotion. (2) In the correlation analysis, expectancy, value, positive emotion, and satisfaction show the positive relationship. On the contrary, the former said dimensions with negative emotion show the negative relationship. (3) Expectancy, value, positive emotion, and negative emotion can predict satisfaction. Positive emotion and value show higher predictability (33% and 31% respectively). Conclusion: College students show the difference of motivation and emotion on genders. In addition to social and cultural differences of gender, it may come to have the difference of satisfaction because of motivation and emotion factors. Suggesting physical education teachers paying more attention to different gender student's demands and timely adjusting teaching style according to different background students. From the starter of triggering students' learning motivation to adopt appropriate teaching style, it can promote students to have learning satisfaction in physical education.