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題名 | 體育課必修與選修學生在運動自我設限行為之差異=Differences on Self-handicapping Behaviour Between Students Taking Required-and Elective-classes |
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作者 | 王澤惠; Wang, Che-hui; |
期刊 | 臺大體育學報 |
出版日期 | 20050300 |
卷期 | 7 民94.03 |
頁次 | 頁127-148 |
分類號 | 525.4994 |
語文 | chi |
關鍵詞 | 自我設限; 目標取向; 自尊; 歸因; 體育課; Self-handicapping; Goal orientation; Self esteem; Attribution; PE class; |
中文摘要 | 過去有關自我設限行爲的研究指出,目標取向、自尊以及歸因型態等三方面是影響自我設限行爲的可能主要機制,爲了了解目標取向、自尊以及歸因型態是否對必修學生、選修學生的自我設限行爲具有不同的影響效果。因此,本研究從目標取向、自尊以及歸因型態等三方面,來了解學生在「減低努力」與「尋求辯解」自我設限行爲的影響機制。本研究之研究對象爲北部某國立大學修習體育課之學生,共計有340名(必修學生176人,選修學生164人)。使用的研究工具爲:「運動目標取向量表」、「運動自我設限量表」、「自尊量表」、「歸因問卷」等。所得資料分別以描述統計、獨立樣本t檢定和迴歸分析等方法進行統計分析。研究結果顯示: 1.必修學生在降低努力的自我設限行爲高於選修學生(p<.05)。 2.必修學生在能力歸因的傾向上高於選修學生(p<.01)。3.影響必修學生與選修學生兩者產生運動自我設限行爲的因子具有相當準。5.選修學生在「工作取向」與「自尊」變項上對「減低努力」自我設限行爲之預測力達到顯著水準。6.選修學生在「目標取向」、「自尊」、「練習因素」、「運氣因素」及「難易程度因素」變項上對「尋求辯解」自我設限行爲之預測力達到顯著水準。 |
英文摘要 | Previous researches on self-handicapping behaviour indicated that goal-orientation, self-esteem and attribution are the major factors having predominant effects. To understand the level of influence of these three factors on the self-handicapping behaviour of students taking required-class (RC) and elective-class (EC), the present study conducts a systematic survey for 340 students, in which 170 students take required-class and 164 students take elective-class, to investigate the differences of these two groups of students on the performance in terms of the effort-reduction (ER) type and the excuse-making (EM) type self-handicapping behaviours. Each student is requested to fill four questionnaires, they are the goal-orientation scale, the sport self-handicapping scale, the self-esteem scale, and the attribution scale, and finally a regression is made to analyze these data. Results illustrate that, firstly, for the ER type self-handicapping behaviour the RC students are more serious than the EC students; similar conclusion is reached for the EM type self-handicapping behaviour, although the difference of latter is smaller. Secondly, the influence factors of the RC and EC students diverse: The RC students are influenced significantly by the goal-orientation while the EC students are affected by both the goal-orientation and the self-esteem. Thirdly, for the EC students, all the factors, including the major factors such as goal-orientation and self-esteem, and the minor factors such as exercise-factor, luckiness-factor, and difficulty-level factor, have significant influence on the self-handicapping behaviour. |
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