查詢結果分析
來源資料
相關文獻
- 大專校院學生排球選修課程之參與動機探討--以靜宜大學為例
- Social-Influence Factors and Motivations of Participation in Adult Higher Education
- 大葉大學學生課後參與運動休閒動機之研究
- 大專學生運動性休閒參與動機之迴歸分析--以運動價值觀為預測變項
- 私立新埔工業專科學校學生「運動參與動機」之因素分析
- 臺灣省民休閒運動參與動機與阻礙因素之研究
- 非營利組織志願工作人員參與動機、工作滿意度及組織承諾相關之研究
- 嘉義技術學院體育運動舞蹈課程參與動機之研究
- 明道中學日間部學生課後參與運動休閒之動機研究
- 德明技術學院進修部學生運動性休閒參與動機之調查研究
頁籤選單縮合
| 題 名 | 大專校院學生排球選修課程之參與動機探討--以靜宜大學為例=Investigation of College Students' Motivation to Take Volleyball Elective Courses: A Case Study of Providence University |
|---|---|
| 作 者 | 劉麗芳; 李達勝; 張甄玲; | 書刊名 | 臺中科大體育學刊 |
| 卷 期 | 20 2024.05[民113.05] |
| 頁 次 | 頁3-14 |
| 分類號 | 528.954 |
| 關鍵詞 | 參與動機; 排球選修課程; Participation motivation; Volleyball elective courses; |
| 語 文 | 中文(Chinese) |
| 中文摘要 | 大專校院學生的參與動機,會影響學習成效和運動習慣的養成,間接影響到排球運動推廣,因此,本研究針對大專校院學生,探討其排球選修課程之參與動機現況及性別、喜好程度、參與經驗、運動習慣等在排球選修課程參與動機之差異。研究對象為靜宜大學選修排球課程之學生,共216名。採用大學排球選修課程參與動機之研究問卷。結果:一、整體大學生排球選修課程之參與動機屬於中上程度。二、不同性別之大學生在排球選修課程參與動機,整體和各分量表無顯著差異。三、不同喜好程度之大學生在排球選修課程參與動機,整體和各分量表有顯著差異。四、不同參與經驗之大學生在排球選修課程參與動機,整體有顯著差異;不同參與經驗的大學生在技術成就、刺激避免等需求有顯著差異。五、不同運動習慣之大學生在排球選修課程參與動機,整體和各分量表有顯著差異。建議:一、對教學者的建議:提升學生對課程的喜好程度;提供不同管道,增加學生參與運動經驗;培養學生運動習慣。二、對學校的建議:增加運動性社團、體育競賽;學校提供3C產品和媒體,讓教師能融入科技化教學。 |
| 英文摘要 | The motivation of college students to participate in elective courses can affect their learning outcomes and the development of exercise habits, which in turn indirectly affects the promotion of volleyball. Therefore, this study investigated the current situation of college students' motivation to take volleyball elective courses, as well as the differences in motivation between genders, preferences, participation experience, and exercise habits. The study subjects were 216 students who took volleyball courses at Providence University. A questionnaire on the motivation of college students to take volleyball elective courses was used. The results showed that: (1) Overall, college students' motivation to take volleyball elective courses was at a medium-to-high level. (2) There were no significant differences in motivation between genders in general and on each subscale of the questionnaire. (3) There were significant differences in motivation between students with different preferences and on each subscale of the questionnaire. (4) There were significant differences in motivation between students with different participation experience. Students with different participation experience had different needs in terms of technical achievement and stimulation avoidance. (5) There were significant differences in motivation between students with different exercise habits and on each subscale of the questionnaire. Recommendations: (1) For educators: Improve students' interest in the course, provide different channels for students to increase their exercise experience, and cultivate students' exercise habits. (2) For the institution: Increase sports-related clubs and sports competitions, and provide teachers with access to technology and media resources to integrate technology into teaching. |
本系統中英文摘要資訊取自各篇刊載內容。