不同性別和教育階段體操選手期望價值信念及退出意圖之研究

A Study of Different Gender and Educational Stage for Gymnastic Player's Expectancy and Value Belief and Dropout Intention

邱皖珍(Wan-Chen Chiu)

《大專體育學術專刊》 96年度 (2007/05) Pp. 313-319

https://doi.org/10.6695/AUES.200705_96.0050

摘要

本研究旨在探討體操選手之期望價值信念及退出意圖的差異情形。以參與九十五年全國競技體操錦標賽之學校體操隊員為研究對象，採分層叢集抽樣方法，得有效問卷為286份。以描述性統計、t檢定、單因子變異數分析、雪費法事後比較、皮爾遜積差相關、逐步多元迴歸進行資料分析。茲將研究結果分析如下：一、不同性別體操選手期望價值信念無顯著差異。二、在「能力期望」層面，國小中年級顯著高於國小高年級之體操選手；「失敗的心理代償」層面，國小高年級和高中均顯著高於國小中年級之體操選手；「重要他人的期望代價」與「工作價值」層面，國小中年級均顯著高於國中、高中、大學、研究所及其他之體操選手；國小高年級顯著高於高中之體操選手。三、能力期望與重要他人的期望代價、工作價值呈顯著正相關，而與失敗的心理代償、退出意圖呈顯著負相關；需求努力與失敗的心理代償、重要他人的期望代價、工作價值呈顯著正相關；失敗的心理代償與退出意圖呈顯著正相關，而與工作價值呈顯著負相關；重要他人的期望代價與工作價值呈顯著正相關，而與退出意圖呈顯著負相關；工作價值與退出意圖呈顯著負相關。四、工作價值、失敗的心理代償可有效預測退出意圖。

關鍵字

能力期望 ； 需求努力 ； 失敗的心理代價 ； 重要他人的期望代價 ； 工作價值

並列摘要

The purpose of this study was to investigate the gymnastic players' expectancy and value belief and dropout intention. The study subject were 286 gymnastic players in the 2006 National Gymnastics Championship. All the collected materials were analyzed by descriptive statistics analysis, t-test, one-way analysis of variance, Scheffe method, Pearson product-moment correlation, stepwise multiple regression analysis. The findings of this study were summarized as follows: 1. In terms of expectancy and value belief were no significant between different gender. 2. In terms of expectancy and value belief were significant between different educational stages of expectancy and value belief. The 3th and 4th graders reported higher ability expectancy than 5th and 6th graders in elementary school; 5th and 6th graders in elementary school and high school reported higher psychological cost of failure than 3th and 4th graders in elementary school; 3th and 4th graders reported higher significant others' expectations cost and task value than 5th and 6th graders in elementary school and junior high school, high, college, graduate school; 5th and 6th graders in elementary school reported higher significant others' expectations cost and task value than high school. 3. The ability expectancy was positively related to significant others' expectations cost, task value and negatively related to psychological cost of failure and dropout intention. Need effort was positively related to psychological cost of failure, significant others' expectations cost, task value. Psychological cost of failure was positively related to dropout intention and negatively related to task value. Significant others' expectations cost was positively related to task value and negatively related to dropout intention. Task value was negatively related to dropout intention. 4. Dropout intention was significantly predicted by task value and psychological cost of failure.

並列關鍵字

ability expectancy ； need effort ； psychological cost of failure ； significant others' expectations cost ； task value