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題名 | 大專體育課學生調節動機和知覺教師自主支持對於課後正向情緒與持續努力的影響=The Relationship among Perceived Teacher's Support, Self-Regulated Motivation, Students' Positive Feeling and Persistence in College Physical Education |
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作者 | 陳美芳; Chen, Mei-fang; |
期刊 | 休閒運動期刊 |
出版日期 | 20120800 |
卷期 | 11 2012.08[民101.08] |
頁次 | 頁81-92 |
分類號 | 523.37 |
語文 | chi |
關鍵詞 | 自我決定調節動機; 知覺教師自主支持; 正向情緒; 持續努力; Autonomy support; Self-regulated motivation; Positive feeling; Persistence; |
中文摘要 | 本研究的目的在於驗證體育課的自主調節動機和知覺教師自主支持對於學生課後正向情緒與持續努力的關係與影響。受試者是國立雲林科技大學參與體育課的 290位學生。本研究採用的問卷包括知覺教師自主支持量表、學生體育課調節動機量表、學生體育課後情緒量表和持續努力程度量表。研究統計採用簡單相關分析、探討自變項的相關情形,使用階層迴歸分析探討學生調節動機和知覺教師自主支持對於課後正向情緒與持續努力的影響。結果顯示自主調節動機、自主支持、和正向情緒與持續努力程度有顯著正相關;學生控制動機和負向情緒呈現正相關,和正向情緒與持續努力呈現負相關。階層迴歸分析結果顯示,自主調節動機和知覺教師自主支持對於預測課後正向情緒和持續努力具有顯著主要效果以及交互作用效果。學生自主調節動機與知覺教師自主支持皆能正向預測課後正向情緒與持續努力。若學生是高自我決定動機者再加上知覺教師給予高自主支持的情形下,則課後正向情緒與持續努力程度最高。本研究的結論,根據自我決定理論的概念,當體育課學生是高自主調節動機,而教師又能夠使用自主支持的教學策略,給予學生自主選擇的機會、口頭的肯定、支持等則能夠對於學生的情緒和延續運動學習的情形有助益。 |
英文摘要 | This study of purpose was to examine the relationship among teacher's autonomous support, self-regulated motivation, positive feeling and persistence after physical education classes. The subjects were 275 students from National Yunlin University of Science and Technology who had participated in physical education classes. Several measuring questionnaires were adopted, which included questionnaires of perceived teacher's autonomy support, self-regulated motivation in physical education, students' positive feeling after P.E class, and persistent efforts after the class. The results obtained by simple correlation analysis and hierarchical regression analysis indicated that students' perceived autonomous support, intrinsic motivation, identified motivation, integrated motivation and positive feeling were positively correlated with student's persistent effort. On the other hand, external motivation was negatively correlated with persistent effort. Moreover, students perceived teacher's autonomy support, intrinsic motivation, identified motivation and positive feeling after classes can be effective predictors of persistence in physical education. In conclusion, when students' competence and autonomous choices can be supported by teachers and their autonomous-regulation motivations and after-class positive feeling will be enhanced, students' persistent intention will also be increased. |
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