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題 名 | 資優班的國中生不運動嗎?=Do Academically Gifted Students Exercise? |
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作 者 | 劉俊宏; 劉淑燕; | 書刊名 | 中正教育研究 |
卷 期 | 7:1 2008.06[民97.06] |
頁 次 | 頁63-84 |
分類號 | 528.9014 |
關鍵詞 | 跨理論模式; 資優生; 運動自我效能; 運動知覺利益; 運動知覺障礙; Transtheoretical model; Academically gifted students; Exercise self-efficacy; Perceived exercise benefit; Perceived exercise barrier; |
語 文 | 中文(Chinese) |
英文摘要 | Based on transtheoretical model, the purpose of this study was to investigate the distribution of the stages of exercise behavior and the differences of exercise perception variables between the academically gifted and regular students in junior high school. 895 students (445 academically gifted and 450 regular students) were strarified random sampling and given self-reported questionnaires. The methods of data analysis included X^2, MANOVA, and Discriminant Analysis. The results were: 1. Gifted students were not different from the regular students in stages of change (p=.092, p>.05) but they took part in execise more regularly than the regular students. 2. Gifted students had higher perceived exercise barrier than the regular students and had less perceived exercise benefit than the regular students. 3. No significantly discriminant during the stages of exercise behavior in the rigular students but gifted students did. The con elation coefficients between the stages of exercise behavior and the exercise self-efficacy, perceived exercise barrier, and perceived exercise benefit in the gifted students were .65, .38, and .21. Furthermaore, exercise self-efficacy (Wilks'λ=.63, p<.05) and perceived exercise barrier (Wilks'λ=.63, p<.05) can be significantly discriminant during the stages of exercise behavior in the gifted students. Therefore, building up exercise self-efficacy and reducing perceived exercise barrier can be effective way to encourage the gifted students participating in regular exercise. |
本系統中英文摘要資訊取自各篇刊載內容。