目的:以自我決定變項了解階段前進轉而維持不改變、維持不改變轉而前進改變存在的模式,以及不同改變模式在自我決定變項差異情形。方法:採縱貫調查法進行,以完成十二個月三次運動階段評量共219位大學生爲研究對象(平均年齡19.31±3.47歲)。利用當面發放方式收集運動階段、自我決定變項資料後,以兩階段集群分析及變異數分析進行資料分析。結果:自我決定可將「前進→維持」及「維持→前進」劃分成四組改變模式,「前進→維持」模式在轉變歷程比「維持→前進」模式有較高整合、認同調節,「維持→前進」模式則比「前進→維持」模式有較高外在調節。結論:自我決定感愈低,階段會維持不改變,自我決定感愈高,愈有利於階段前進改變,並可讓行爲維持於規律狀態、建議大學生在規律行爲養成過程中,應利用整合、認同調節增加行爲控制感及勝任感,並避免使用外在調節做爲行爲改變動力。
Purpose: Applying the self-determination variables to understand the patterns of behaviour change for exercise from progression to retention and retention to progression for stage transition, and compared the difference among the pattern s of behaviour change for exercise in self-determination variables. Method: This longitudinal study required the respondents who completed three times of exercise assessment in a period of 12 months this study conducted. The 219 college students (average age 19.31±3.47 years old) in total participated for assessing their exercise behaviour change. The collected data were analyzed by the two-stage clustering approach and one-way MANOVA. Results: The behaviour exercise change can be divided into four pattern's utilizing self-determination variables. The ”progression→retention” patterns showed a higher integration and identified regulation than ”retention→progression” patterns. The ”retention→progression” patterns showed a higher external regulation than ”progression→retention” patterns. Conclusions: The lower level of self-determined can not stimulate the exercise behaviour to change, and a higher level of self-determination can accelerate the change of exercise behaviour and maintain in regular. This study suggested that university students ought to utilize the integration and identified regulation during the stage of exercise behavior change, and avoiding external regulation change their exercise behavior.