兒童期活動參與心理經驗與轉銜適應：精熟動機之中介角色

精熟動機被視為一種心理韌性因子，然在前青少期有下滑趨勢。因此，本研究旨在探討兒童期活動參與的心理經驗與前青少年期精熟動機之關聯，並檢驗參與活動的心理經驗是否可透過精熟動機，進而預測孩子面臨學校轉銜常模壓力下的心理韌性，而呈現在面對環境大幅改變和挑戰時(進入國中)有較佳的適應狀況。本研究以兩個時間點之縱貫研究設計(N=39)，分別測量孩童於小學六年級及國一之精熟動機和適應狀況(同儕關係與學習勝任感)，小六時另有測量孩童過往參與活動時之心理經驗，國中則另有測量孩童內、外化性問題行為。結果顯示，童年期活動心理經驗的投入性、歸屬感和成就感，可預測小六和國一孩童精熟動機。此外，精熟動機亦可作為活動心理經驗及國一適應狀況之中介變項。上述結果顯示了精熟動機中介了兒童期正向活動心理經驗對孩子進入國中時的適應狀況之影響。此外，本研究亦對不同活動參與類型與活動心理經驗之關聯，以及學生自評及家長評估精熟動機之差異作討論。

關鍵字

課外活動；精熟動機；前青少年期適應狀況；心理韌性

並列摘要

Mastery motivation is regarded as a psychological resilience factor, but there is a declining trend in preadolescence. Therefore, this study aims to investigate the relationship between experience of activity involvement in childhood and mastery motivation in preadolescence, and to examine whether positive activity experiences can promote children’s resilience through mastery motivation and even more facilitate their adjustment when facing challenges and environmental changes (entering middle school). A two-time points longitudinal research design (N=39) was applied to measure children’s mastery motivation and adjustment in the sixth grade of elementary school and the seventh grade of junior high school (peer relationship and learning competence, and children’s problem behaviors only measured in the seventh grade), and their experience of activity involvement in the past was also collected. Findings show that engagement and the sense of belonging and achievement of activity experience in childhood can predict mastery motivation in the sixth grade and seventh grade. Furthermore, mastery motivation can be used as the mediating variable between the positive activity experience and adjustment in the seventh grade. The above findings indicate that the positive activity experience can promote the mastery motivation in preadolescence, and mastery motivation can help children cope with the challenges and problems during the transition into middle school. In addition, the relationship between activity types and the psychological experience of activity involvement as well as the differences between students' self-report and parents-report mastery motivation are also discussed.

並列關鍵字

extracurricular activity ； mastery motivation ； djustment in preadolescence ； psychological resilience

參考文獻

Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122–147. https://doi.org/10.1037/0003-066X.37.2.122

Richardson, G. E. (2002). The metatheory of resilience and resiliency. Journal of Clinical Psychology, 58(3), 307-321. https://doi.org/10.1002/jclp.10020

沒有孩子願放棄自己林峻承助「問題學生」改變人生(民108年2月8日)。蘋果即時新聞。取自：https://tw.appledaily.com/new/realtime/20190208/1497709/