不同性質體育課程學生的知覺動機氣候、自覺能力、參與體育課動機與滿意度之研究

An Investigation of Motivational Climate, Perceived Ability, Motivation and Satisfaction in Physical Education Class of Students from Different Physical Education Programs

劉義群(Yi-Chun Liu)

《北體學報》 12期 (2004/08) Pp. 123-135

https://doi.org/10.6167/TPEC/2004.12.10

摘要

本研究旨在探討不同性質體育課程學生的知覺動機氣候、自覺能力、參與體育課動機和滿意度等變項的差異、相關和預測情形。研究對象為北區九所大學體育課學生共1060人（男518人，平均21.21±2.09歲；女542人，平均20.27±1.68歲）。以知覺動機氣候量表、自覺能力量表、參與體育課動機量表和滿意度量表為調查工具。所得資料分析結果：一、以單因子變異數分析結果發現，選修興趣選項學生在自覺能力、參與體育課的內在動機、內射調節、外在調節和滿意度高於必修興趣選項和必修原班綜合課程學生；必修原班綜合課程學生在參與體育課的無動機高於選修興趣選項和必修興趣選項學生。二、以皮爾遜積差相關分析結果發現：知覺精熟氣候和自覺能力與參與體育課動機的內在動機、外在調節、滿意度呈正相關，與無動機呈負相關；知覺表現氣候與參與體育課動機的內射調節、外在調節、無動機呈正相關；參與體育課動機的內在動機、內射調節、外在調節與滿意度呈正相關；無動機與滿意度呈負相關。三、多元逐步迴歸分析結果發現：知覺精熟氣候和自覺能力可預測內在動機，其解釋總變異量為47%；知覺表現氣候和精熟氣候可預測內射調節，其解釋總變異量為7%；知覺精熟氣候、自覺能力和表現氣候可預測外在調節，其解釋總變異量為35%；知覺精熟氣候、表現氣候和自覺能力可預測無動機，其解釋總變異量為28%；知覺精熟氣候可預測滿意度，其解釋總變異量為30%。本研究結果可供大學體育課教學以及未來體育課學生學習動機研究之參考。

關鍵字

體育課 ； 知覺動機氣候 ； 自覺能力 ； 自我決定 ； 滿意度

並列摘要

The purpose of this study was to examine the relationships of motivational climate, perceived ability, motivation and satisfaction in physical education (P.E.) class. This study consists of 1060 college students (518 males, 542 females) from nine different universities in northern Taiwan, who were enrolled in various physical education classes. The average age of male students was 21.21±2.09 years; while that of female students was 20.27±1.68 years. The results of this investigation were: 1 The one way ANOVA analysis revealed that (a) students from elective P. E. classes scored higher on perceived ability, intrinsic motivation, introjected regulation, external regulation, and satisfaction than students from compulsory elective courses and required courses; (b) Students from required courses scored extremely higher on amotivation than students from elective P.E. classes and compulsory elective courses. 2 The results of the Pearson correlation analysis indicated that: (a) perceived mastery climate and perceived ability were positively related to intrinsic motivation, external regulation, and satisfaction; and negatively related to amotivation. (b) perceived performance climate was positively related to introjected regulation, external regulation, and amotivation; (c)intrinsic motivation, .introjected regulation, and external regulation positively related to satisfaction; amotivation was negatively related to satisfaction. 3 According to stepwise multiple regression analysis, the results indicated four points: (a) Intrinsic motivation was predicted by mastery climate and perceived ability. The total explained variance was 47%. (b) External regulation was predicted by mastery climate, perceived ability and performance climate. The total explained variance was 35%. (c) Amotivation was predicted by mastery climate, performance climate and perceived ability. The total explained variance was 28%. (d) Satisfaction was predicted by mastery climate. The total explained variance was 30%. The findings of this study provide the further application of teaching college physical education classes.

並列關鍵字

physical education ； motivational climate ； perceived ability ； self-determination ； satisfaction

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