本研究目的旨在探討大專學生運動參與和學業成績及情緒智力之關係。以97學年度朝陽科技大學日間部學生為研究對象,採用自編之大專學生情緒智力量表為研究工具,以隨機抽樣方式進行問卷調查,計得有效問卷165份,有效回收率為82.5%,所得資料經統計分析後獲得以下結論: 一、大專學生運動參與和學業成績並無顯著關係。 二、大專學生運動參與和情緒智力的五大構面彼此間均呈現正向關係,但不同運動參與程度對於情緒智力五大構面均未達顯著差異。 三、學業成績和情緒智力達顯著關係,且系上排名前1/4之學生的情緒智力顯著優於系上排名中間1/2者及系上排名後1/4者;在情緒智力各構面中僅「自我情緒的瞭解」會影響學業成績,其餘四個構面均未達顯著差異。 根據研究結果可提供學生及相關單位做為學生運動及情緒智力輔導之參考。
The present study is purported to examine the relationships among sports partication, academic performance and emotional intelligence. The subjects are daily division students, by way of self-designed collegiate emotional intelligence questionnaire, with a randam sampling; the present study has collected 165 questionnaires with an effective response rate of 82.5%. With the aids of statistical analyses, the present study has obtained the following conclusions: First, there is no statistically significant relationshop between sports participation and academic performance. Second, sports participation and all five dimensions of emotional intelligence are positively related, alugh the positive relationships have failed to reach statistical significance. Third, there is a statistically signrficant relationship between academic performance and emotional intelligence. Specifically, the emotional intelligence is superior for students ranked top 25% when compared with the students ranked in the middle 50%, or the students ranked bottom 25%. Furthermore, among the five dimensions of emotional intelligence, it is foud that understanding of self-emotion has exerted statistically significant influence of academic performance while the four other dimensions fail to do so. The above listed conclusions can be referred to competent authorities to formulate guidelines for the students.