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新竹市中等學校教師參與家庭日休閒活動之動機與休閒效益知覺之研究

An Exploration of Leisure Participation Motivations, Leisure Benefits, and the Relationship between Participation Motivations and Perception of Leisure Benefits the Secondary Schools' Teachers at Hsin-Chu City

摘要


本研究旨在了解新竹市中等學校教師家庭日休閒活動參與的動機、對休閒效益的知覺情形,以及休閒活動參與動機和休閒效益知覺之間的相關。本研究經以自編「參與家庭日休閒活動動機及效益研究問卷」,對教師施測,計得到421份有效樣本。所得資料經由適當統計分析後,共得到下列結論:1. 教師參與家庭日休閒活動的主要動機,依重要性程度分別為:「人際互動」、「健康紓壓」和「自我成長」。2. 教師參與休閒活動的動機,會因年齡和行政職務的不同而有差異存在。3. 教師對休閒活動效益的知覺,依重要性程度分別如后:「社交效益」、「生理效益」和「心理效益」。4. 教師對休閒效益的知覺,會因性別、家庭生命週期、任教年資和職務等的不同,而有差異存在。5. 教師參與休閒活動的動機,和對休閒效益的知覺之間,具有相關存在。最後,本研究依據結論,提出未來教師休閒活動規劃的建議。

並列摘要


The main purpose of this study was to explore the leisure participation motivations, perception of leisure benefits, and the relationship between participation motivations and the perception of leisure benefits for the secondary schools' selected teachers at Hsin Chu City. The self-developed survey questionnaire was used as a tool for data collection. A total of 421 effective questionnaires were analyzed and satistically tested. The major conlusions in this study were as follows: 1. The most priorities leisure participation motives rated by the subjects were in sequence: interpersonal interaction, stress reduction, and self-development: 2. The leisure participation motives perceived by the samples were differentiated by age and administrative positions of the teachers; 3. The perceived leisure benefits by the samples were in sequence: social benefit, physiological benefit, and psychological benefit; 4. The leisure benefits perceived by the subjects were differentiated by sex, family life cycles, years of teaching, and positions of the teachers; and 5. There are relationship between leisure participation motivations and perceived leisure benefits by the subjects. Finally, some suggestions were made based on the major conclusions.

被引用紀錄


Wei-Ching Lee(2023)。Measurement Invariance of a Developed Leisure Motivation Scale With Regard to the Background Variables of Physical Education Teachers測驗學刊70(2),109-132。https://www.airitilibrary.com/Article/Detail?DocID=16094905-N202307080011-00002

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