國中生校園觀賞運動對班級認同和自尊關係之探討

A Study of Sport Spectating in Junior High School to Class Identification and Self-esteem

洪庭筠(Hung Ting Yun)

指導教授 ： 高立學

亞洲大學/管理學院/休閒與遊憩管理學系碩士在職專班/碩士(2010年)

摘要

摘要
本研究目的為調查「班級認同」和「自尊」的關係、及「運動觀賞」對「自尊」的影響。假設一：「班級認同」和「自尊」正相關。假設二：運動觀賞會影響自尊。假設三：當有球隊認同時，比賽結果會干擾運動觀賞對自尊的影響。研究設計採取實驗法，在兩個時間點(觀賞球賽前、觀賞球賽後)測量實驗參與者的自尊程度，看比賽前回答Rosenberg 自尊量表(RSE)(1962)，看完比賽後再重新回答一次，然後計算兩個時點的自尊程度是否有差異。實驗安排兩組國中生觀賞現場排球比賽，一組為有比賽班級共收問卷134份，另一組為非比賽班級只有觀賞比賽歷程，共收有效問卷53份。研究結果顯示，不論是賽前或賽後，班級認同和自尊的關係皆為顯著正相關 (賽前0.39，賽後0.47，p<.05)，假設一獲得支持。非比賽班級學生(也就是，無強烈球隊認同)，即使有暫時性球隊認同，觀賞運動前後自尊無顯著差異。有比賽班級學生(也就是，有強烈球隊認同)，當比賽結果為大贏、小輸時，觀賞比賽前後自尊顯著提升；但是，當比賽結果為大輸時，觀賞比賽前後自尊無顯著差異。假設二部分獲得支持，假設三基本上獲得支持。研究建議學校教育可以傳授運動觀賞智能，舉辦球賽，藉由班級認同，提升青少年自尊

關鍵字

觀賞運動 ； 班級認同 ； 自尊 ； 比賽結果 ； HASH(0xb25d884) ； HASH(0xb25d8fc)

並列摘要

Abstract
The main purpose of this research is to investigate the relationship between class identification and self-esteem, and to figure out the effect of sports spectating on self-esteem. The first hypothesis is that class identification will enhance a level of self-esteem. Second, sports spectating will affect self-esteem. Third, game outcomes will moderate the relationships between team identification and self-esteem. An experimental design is conducted. Participants answer the Rosenberg Self-Esteem (RSE) scale (1965) before and after watching sports. The two scores are then compared. Experimental design arranges two groups of junior high school students to watch volleyball games in person. The experimental group has 134 students from the four classes in the semi final games. The control group has 53 students from two classes whose class teams are not in the semi final games. The results show that the relationships between class identification and self-esteem are positive. The first hypothesis is supported. For the control group, the difference in self-esteem before and after watching games is not significant. For the experimental group, when the outcomes of supported teams are big win or small loss, the difference in self-esteem before and after watching games is significant. However, when the outcome of the supported team is big loss, the self-esteem does not change. The second hypothesis is partly supported and the third hypothesis is supported. Schools may cultivate students’ ability in sport spectatorship, hold sport competitions, and increase students’ self-esteem through sports spectating.

並列關鍵字

Sport spectatorship ； Class identification ； Self-esteem ； Game outcome

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