目的：探討性別在個體的運動參與動機、知覺運動益處、知覺運動障礙、運動自我效能和運動行為之差異情形。及各個變項對運動行為的預測情形。方法：以 146位大專校院教職員工 (男性 101位平均年齡 47.54 ± 10.06、女性 45位平均年齡 39.20 ± 8.95)。研究工具包括運動參與動機、運動自我效能、知覺運動益處與知覺運動障礙等量表和運動行為之調查。資料分析以描述性統計、積差相關、獨立樣本 t考驗及多元階層迴歸分析進行。結果：性別在運動參與動機（心理需求、體重控制和疾病預防）及運動行為並無差異性存在；但在運動參與動機（社會需求和綜合性效益）與知覺運動益處及運動自我效能上皆男性高於女性，而知覺運動障礙則女性高於男性。運動參與動機、運動自我效能、知覺運動益處和知覺運動障礙，對運動行為的預測方面，只有運動自我效能具有預測力。結論：對大專教職員工健身運動行為的運動參與動機、運動自我效能、知覺運動益處與知覺運動障礙進行討論，並對該族群的運動行為促進策略提出建議。

Purpose: To discuss the difference in the exercise participation motivation, perceived exercise benefit, perceived exercise barrier, exercise self-efficacy and exercise behavior in terms of gender and the predictions of each variable on the exercise behavior. Methods: The research targets were 146 teaching staff from colleges and universities, which involved 101 male participants with the average age being 47.54 ± 10.06 years and 45 female participants with the average age being 39.20 ± 8.95 years. The research tools used included the scales for exercise participation motivation, exercise self-efficacy, perceived exercise benefit and perceived exercise barrier and the investigation on exercise behavior. The data analysis methods used included descriptive statistics, Pearson's product-moment correlation coefficient, t-test and multiple hierarchical regression analysis. Results: Gender did not make any difference in exercise participation motivation (psychological needs, weight control and disease prevention) and exercise behavior. However, in terms of exercise participation motivation (social needs and combined benefits), perceived exercise benefit and exercise self-efficacy, male participants were higher than female participants. Moreover, for perceived exercise barrier, female participants were higher than male participants. In terms of the predictions for the exercise behavior using exercise participation motivation, exercise self-efficacy, perceived exercise benefit and perceived exercise barrier, only exercise self-efficacy had the prediction ability. Conclusion: The exercise participation motivation, exercise self-efficacy, perceived exercise benefit and perceived exercise barrier for teaching staff from colleges and universities to carry out exercise behavior were discussed and suggestions on the exercise behavior promoting strategies were proposed for people in this group.