體育課學生知覺動機氣候、內在動機與滿意度之研究

The Study of Students' Perceived Motivational Climate, Intrinsic Motivation, and Satisfaction in Physical Education Class

劉義群(Yi-Chun Liu) ； 季力康(Li-Kang Chi) ； 馮麗花(Li-Hwa Feng)

《國立體育學院論叢》 15卷1期 (2004/10) Pp. 187-200

https://doi.org/10.6591/JPES.2004.10.14

摘要

本研究旨在調查探討體育課學生的知覺動機氣候、內在動機與滿意度。參與者是上體育課的730位大學生（男生253人；女生447人）。參與者被要求完成評估體育課學生的知覺動機氣候量表、內在動機量表和滿意度量表。調查資料蒐集後，一、經獨立樣本t檢定比較結果發現：男生在表現氣候和內在動機均高於女生；在精熟氣候和滿意度上，男女生沒有差異。二、經皮爾遜積差相關分析結果顯示：精熟氣候與樂趣、勝任、努力、內在動機、滿意度呈顯著正相關，與無聊、緊張呈顯著負相關。相反的，表現氣候與無聊、緊張是正相關，與內在動機和滿意度是負相關。三、不同知覺動機氣候在內在動機和滿意度的差異，經單因子變異數分析結果顯示：（一）高精熟／高表現及高精熱／低表現的學生比高表現／低精熟和低表現／低精熟學生有較高的樂趣、勝任、努力、內在動機以及較高的滿意度，且較不無聊。（二）高表現／低精熟比高表現／高精熟和低表現／低精熟以及低表現／高精熟的學生有較高的緊張。（三）高表現／高精熟和低表現／低精熟比高表現／低精熟的學生有較低的緊張。這個發現提供更進一步的證據支持在體育課環境下的成就目標理論。

關鍵字

知覺動機氣候 ； 內在動機 ； 滿意度

並列摘要

The purpose of this study was to understand students' perceived motivational climate, intrinsic motivation, and satisfaction in physical education classes. The participants were 730 college students (male 253, female 477) who enrolled in physical education classes. The participants were asked to complete questionnaires that assess students' perception of motivational climate, intrinsic motivation, and satisfaction in physical education classes. The results of this study were as the follows: 1. The results of t-test analyses indicated that, with respect to gender differences, male students scored higher on performance climate and intrinsic motivation than female students did in physical education classes. However, there were no gender differences on mastery climate and satisfaction. 2. The results of pearson correlation indicated that mastery climate was positively correlated to ”enjoyment”, ”competence”, ”effort”, composite score of IMI, and satisfaction. Mastery climate was negatively related to ”boredom” and ”tension”. On the other hand, performance climate was positively related to ”boredom”, ”tension”, and composite score of IMI. Moreover, performance climate was negatively correlated with satisfaction. 3. The results of ANOVAs indicated that students who perceived climate as high mastery/high performance and high mastery/low performance tended to report greater ”enjoyment”, ”competence”, ”effort”, composite score of IMI, satisfaction, and less ”boredom” than high performance/low mastery climate and low performance/low mastery climate. In addition, students who perceived climate as high performance/low mastery report greater ”tension” than students who perceived PE classes climate as high performance/high mastery, Whereas, low performance/low mastery climate reported less ”tension” than those who perceived PE classes climate as high mastery/low performance climate. The findings provide further evidence supporting achievement goal theory in physical education class setting.

並列關鍵字

perceived motivation climate ； intrinsic motivation ； satisfaction

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