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題名:目標難度、工作難度與回饋方式對國小學童排球發球表現與內在動機之影響
書刊名:體育學報
作者:姚璠
作者(外文):Yao, Franco
出版日期:2001
卷期:31
頁次:頁137-148
主題關鍵詞:目標難度工作難度回饋方式國小學童排球發球內在動機Goal difficulityTask difficulityFeedback typeIntrinsic motivationElementary school student
原始連結:連回原系統網址new window
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  • 被引用次數被引用次數:期刊(5) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:5
  • 共同引用共同引用:90
  • 點閱點閱:21
     本研究之目的在探索不同之目標難度(困難、容易、無)、工作難度(困難、簡 單)與回饋方式(正向、無)對國小學童排球發球表現與內在動機的影響及其交互作用。受 試者為在六年級不同的四個班級中各自隨機抽取 36 人, 總計 144 位國小學童(男 78 人 ,女 66 人,平均年齡 12.67 歲)。 依據不同工作難度與不同回饋方式,將各班隨機分派 至四種不同情境中,各班人數再依據目標之難度隨機分成三組,每組 12 人,於 2 × 2 × 3 的組間設計中進行排球發球的練習工作。研究者以自編之「排球發球內在動機量表」檢核 受試者之內在動機,並以「情境檢核問卷」檢核正向回饋之操弄效果。在資料處理方面,利 用獨立樣本 t-test 考驗工作難度及 three-way ANOVA 分析資料並以杜凱法進行事後比較 。研究結果為:一、對排球發球表現的影響方面:主要效果目標難度差異達顯著水準,困難 目標和容易目標組的發球表現優於無目標組。二、對排球發球內在動機的影響方面:(一) 工作難度與回饋方式二者之交互作用差異達顯著水準,容易目標組的內在動機優於困難目標 組及無目標組。(二)工作難度、回饋方式與目標難度三者的交互作用差異達顯著水準,經 事後比較分析發現:1.容易目標( C2 ),在無回饋( B2 )時,困難工作優於簡單工作 。 2.容易目標( C2 ),在簡單工作( A2 )時,有回饋優於無回饋。3.有回饋( B1 ),在容易目標( C2 )時,簡單工作優於困難工作。4.困難工作( A1 ),在容易目標 ( C2 )時,無回饋優於有回饋。5.困難工作( A1 ),在無回饋( B2 )時,容易目標 優於無目標。6.困難工作( A1 ),在無回饋( B2 )時,容易目標優於困難目標。本研 究除驗證 Locke 的理論外,並對未來相關研究的方向與改進之處提出數項之建議。
     The purposes of this study were to explore the influences of different goal difficulity (difficult, easy, none), task difficulity (difficult, easy) and feedback type (positive, none) on elementary school student's volleyball serving performance, intrinsic motivation and their interactions. Subjects involved were 144 6th grade elementary school students which came from four different classes on the same campus (male78, female66, mean age=12.67 years), and each class was assigned randomly to different task and feedback type situations. Students in each class were divided into three different goal difficulity sets. This experiment was 2 × 2 × 3 designed and a Volleyball-Serving-Intrinsic-Motivation Inventory developed by the researcher was administered. Three-way ANOVA and post hoc comparison were utilized for data analysis. The results showed: in the aspect of volleyball serving performance, only the main effect goal difficulity was significant; in the aspect of intrinsic motivation, the interactions of task difficulity with feedback type, task difficulity with feedback type with goal difficulity were significant, respectively. Not only this study verified Locke's theory, but also offered some suggestions to both further related studies and researching directions.
期刊論文
1.Wood, R. E.、Mento, A. J.、Locke, E. A.(1987)。Task complexity as a moderator of goal effect: A meta-analysis。Journal of Applied Psychology,72,416-425。  new window
2.Weinberg, R.、Bruya, L.、Jackson, A.(1985)。The effects of goal proximity and goal specificity on endurance performance。Journal of Sport Psychology,7(3),296-305。  new window
3.Weinberg, R. S.、Bruya, L. D.、Jackson, A.(1990)。Goal setting and competition: A reaction to Hall and Byrne。Journal of Sport and Exercise Psychology,12,92-97。  new window
4.陳勝利(1993)。不同的教學方法與工作難度對高爾夫推擊學習效果之影響。台大體育,22,29-44。  延伸查詢new window
5.Bandura, A.、Cervone, D.(1983)。Self-evaluative and self-efficacy mechanisms governing the motivational affects of goal systems。Journal of Personality and Social Psychology,45,1017-1028。  new window
6.Anshel, M. H.、Weinberg, R. S.、Jackson, A.(1992)。The effects of goal difficulty and task complexity on intrinsic motivation and motor performance。Journal of Sport & Exercise Psychology,15,159-176。  new window
7.Latham, G. R.、Saari, L. M.(1979)。Importance of supportive relationships in goal setting。Journal of Applied Psychology,64,151-156。  new window
8.Locke, E. A.(1991)。Problems with goal-setting research in sports-and their solution。Journal of Sport & Exercise Psychology,8,311-316。  new window
9.Erez, M.、Zidon, I.(1984)。Effect of goal acceptance on the relationship of goal difficultly to performance。Journal of Applied Psychology,69,69-78。  new window
10.Weinberg, R. S.、Fowler, C.、Jackson, A.、Bagnall, J.、Bruya, L.(1991)。Effect of goal difficulty on motor performance: Areplication across tasks and subject。Journal of Sport & Exercise Psychology,13,160-173。  new window
11.王俊明(19950400)。不同變異數分析考驗的優缺點比較。國立體育學院論叢,4(2),15-30。new window  延伸查詢new window
12.Locke, E. A.、Shaw, K. N.、Saari, L. M.、Latham, G. P.(1981)。Goal setting and task performance: 1969-1980。Psychological Bulletin,90(1),125-152。  new window
13.季力康(19931000)。運動目標取向量表--信度與效度分析。國立體育學院論叢,4(1),179-185。new window  延伸查詢new window
會議論文
1.姚墦(2000)。國小學童排球發球內在動機量表之褊製。第三屆運動心理學論壇暨運動員輔導學術研討會。  延伸查詢new window
學位論文
1.蔡秋豪(1994)。目標難度與回饋方式對五專女生登階表現及目標接受的影響(碩士論文)。國立體育學院。  延伸查詢new window
2.張永賢(1996)。精熟取向籃球教學對不同成就目標取向國小學童運動表現與自我概念及內在動機之影響(碩士論文)。國立體育學院,桃園。  延伸查詢new window
3.周文祥(1990)。目標難度、獲悉結果、工作難度對高爾夫球推桿表現的影響(碩士論文)。國立體育學院。  延伸查詢new window
4.林錫波(1995)。目標難度與獎賞方式對台北體專學生壘球擲準學習表現與內在動機之影響(碩士論文)。國立體育學院。  延伸查詢new window
5.陳美芳(1994)。目標難度、目標取向和回饋方式對專科女生平衡儀練習表現和內在動機的影響(碩士論文)。國立體育學院。  延伸查詢new window
圖書
1.王俊明、季力康(1999)。運動心理學論文集。台北:心理出版社。  延伸查詢new window
2.王俊明、季力康(1997)。運動心理學論文集。台北:心理出版社。  延伸查詢new window
3.李金泉(1994)。SPSS/PC+實務與應用統計分析。臺北市:松崗。  延伸查詢new window
4.盧俊宏(1994)。運動心理學。師大書苑。  延伸查詢new window
圖書論文
1.Deci, E. L.、Ryan, R. M.(1980)。The empirical exploration of intrinsic motivational process。Advance in experimental social psychology。New York:Academic Press。  new window
 
 
 
 
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