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題名：家長式領導對國中學生體育課參與動機與樂趣之研究
書刊名：嘉大體育健康休閒
作者：黃翰強／許雅雯 引用關係
作者(外文)：Huang, Han-ciang／Hsu, Ya-wen
出版日期：2016
卷期：15:1
頁次：頁51-63
主題關鍵詞：威權；仁慈；才德；自我決定理論；自主動機；Authoritarianism；Benevolence；Morality；Self-determination theory；Autonomy motivation
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(0) 博士論文(0) 專書(0) 專書論文(0)
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  • 共同引用共同引用:242
  • 點閱點閱:121
家長式領導是東方文化中常見的領導風格，它是一種像父親一樣的領導風格，包含了強烈的威嚴、關懷體諒以及道德模範的成分。本研究檢驗家長式領導、體育課參與動機以及體育課樂趣之間的關係，並探索不同動機型態的中介角色。本研究以358 位國中學生為樣本，填寫相關量表後，以Preason積差相關及階層迴歸進行統計分析。研究結果顯示仁慈和才德領導都與體育課樂趣和高自我決定動機型態有關，而威權領導也能預測體育課樂趣和無動機；此外，本研究也發現學生知覺的教師領導風格和體育課樂趣受到不同動機型態的中介，整體而言，仁慈和才德領導會透過提升高、低自主動機而影響體育課樂趣，而威權領導則會相反地降低高自主動機、提高無動機，進一步影響體育課樂趣。研究結果符合文獻及理論預期。未來研究在探討體育教師的領導行為時，可採家長式領導模式做進一步應用。
Paternalistic leadership is a prevalent leadership style in Eastern cultures, which is defined as fatherly leadership that combines strong authority with concern and considerateness. This study examined the relationships among paternalistic leadership, participation motivation, and enjoyment in physical education class; besides, it examined the mediating effect of motivation styles on the relationships between leadership and enjoyment. Three hundred and fifty eight junior high school students completed the survey. Pearson's correlation and hierarchical regression analysis were conducted. Bivariate correlation analyses showed that benevolent leadership and moral leadership were positively related to enjoyment and autonomy motivation, where as authoritarian leadership negatively predicted enjoyment and positively predicted amotivation. In addition, the link between students' perceived leadership styles and enjoyment in physical education class was mediated by different types of motivation. In general, benevolent leadership and moral leadership influenced enjoyment through the pathways of autonomy motivation. By contrast, authoritarian would decrease autonomy motivation and increase amotivation, which in turn influenced enjoyment in physical education. The results in the present study confirmed findings reported in the research literature. Future research should consider paternalistic leadership as an alternative approach when investigating teachers' leadership in physical education.
期刊論文
1.Deci, Edward L.、Ryan, Richard M.(2008)。Facilitating optimal motivation and psychological well-being across life's domains。Canadian Psychology，49(1)，14-23。  new window
2.Barr-Anderson, Daheia J.、Neumark-Szatainer, Dianne、Schmitz, Kathryn H.、Ward, Dianne S.、Conway, Terry L.、Pratt, Charlotte、Baggett, Chris D.、Lytle, Leslie、Pate, Russell R.(2008)。But I like PE: Factors Associated with Enjoyment of Physical Education Class in Middle School Girls。Research Quarterly for Exercise and Sport，79(1)，18-27。  new window
3.莊皓雲、陳正專、張家銘(20071200)。國小學童體育課運動樂趣量表編製研究。雲科大體育，10，111-122。  延伸查詢new window
4.Chen, Xiao-Ping、Eberly, Marion B.、Chiang, Ting-Ju、Farh, Jiing-Lih、Cheng, Bor-Shiuan(2014)。Affective trust in Chinese leaders: Linking paternalistic leadership to employee performance。Journal of Management，40(3)，796-819。  new window
5.高三福、莊仲仁(20090600)。家長式領導、團隊社會化與團隊文化關係：以運動團隊為例。應用心理研究，42，187-213。new window  延伸查詢new window
6.Bono, J. E.、Judge, T. A.(2003)。Self-concordance at Work: Toward Understanding the Motivational Effects of Transformational Leaders。Academy of Management Journal，46(5)，554-571。  new window
7.Ntoumanis, N.(2001)。A self-determination approach to the understanding of motivation in physical education。British Journal of Educational Psychology，71(2)，225-242。  new window
8.陳龍弘、蔡英美(20050600)。華人家長式領導、情緒感受與運動員競技倦怠。大專體育學刊，7(2)，101-110。new window  延伸查詢new window
9.York-Barr, Jennifer、Duke, Karen(2004)。What do we know about teacher leadership? Findings from two decades of scholarship。Review of Educational Research，74(3)，255-316。  new window
10.Chen, C.-Y.、Chen, C.-H. V.、Li, C.-I.(2013)。The influence of leader's spiritual values of servant leadership on employee motivational autonomy and eudaemonic well-being。Journal of religion and health，52(2)，418-438。  new window
11.Hollembeak, J.、Amorose, A. J.(2005)。Perceived coaching behaviors and college athletes' intrinsic motivation: A test of self-determination theory。Journal of applied sport psychology，17(1)，20-36。  new window
12.Dudley, D.、Okely, A.、Pearson, P.、Cotton, W.(2011)。A systematic review of the effectiveness of physical education and school sport interventions targeting physical activity, movement skills and enjoyment of physical activity。European Physical Education Review，17(3)，353-378。  new window
13.Lu, F. J.-H.、Hsu, Y. W.(2015)。The interaction between paternalistic leadership and achievement goals in predicting athletes' sportspersonship。Kinesiology: International Journal of Fundamental and Applied Kinesiology，47(1)，115-122。  new window
14.Lonsdale, C.、Sabiston, C. M.、Raedeke, T. D.、Ha, A. S.、Sum, R. K.(2009)。Self-determined motivation and students' physical activity during structured physical education lessons and free choice periods。Preventive Medicine，48(1)，69-73。  new window
15.Ntoumanis, N.、Standage, M.(2009)。Motivation in physical education classes: A self-determination theory perspective。Theory and Research in Education，7(2)，194-202。  new window
16.Pounder, J. S.(2008)。Transformational classroom leadership: A novel approach to evaluating classroom performance。Assessment & Evaluation in Higher Education，33(3)，233-243。  new window
17.Wu, M.、Huang, X.、Li, C.、Liu, W.(2012)。Perceived interactional justice and trust‐in‐supervisor as mediators for paternalistic leadership。Management and Organization Review，8(1)，97-121。  new window
18.Zhang, Xiaomeng、Bartol, Kathryn M.(2010)。Linking empowering leadership and employee creativity: The influence of psychological empowerment, intrinsic motivation, and creative process engagement。Academy of Management Journal，53(1)，107-128。  new window
19.湯慧娟、宋一夫(20040300)。教練家長式領導、團隊文化價值觀對團隊承諾之影響研究。體育學報，36，119-130。new window  延伸查詢new window
20.Baron, Reuben M.、Kenny, David A.(1986)。The Moderator-Mediator Variable Distinction in Social Psychological Research: Conceptual, Strategic, and Statistical Considerations。Journal of Personality and Social Psychology，51(6)，1173-1182。  new window
21.林姿葶、鄭伯壎、周麗芳(20141200)。家長式領導：回顧與前瞻。本土心理學研究，42，3-82。new window  延伸查詢new window
22.Frenzel, A. C.、Goetz, T.、Lüdtke, O.、Pekrun, R.、Sutton, R. E.(2009)。Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment。Journal of Educational Psychology，101(3)，705-716。  new window
23.鄭伯壎、周麗芳、樊景立(20001200)。家長式領導：三元模式的建構與測量。本土心理學研究，14，3-64。new window  延伸查詢new window
24.Pellegrini, E. K.、Scandura, T. A.(2008)。Paternalistic leadership: A review and agenda for future research。Journal of Management，34(3)，566-593。  new window
25.Cheng, Bor-Shiuan、Boer, Diana、Chou, Li-Fang、Huang, Min-Ping、Yoneyama, Shigemi、Shim, Duksup、Sun, Jian-Min、Lin, Tzu-Ting、Chou, Wan-Ju、Tsai, Chou-Yu(2014)。Paternalistic Leadership in Four East Asian Societies: Generalizability and Cultural Differences of the Triad Model。Journal of Cross-Cultural Psychology，45(1)，82-90。  new window
學位論文
1.鍾菁菁(2013)。理解式球類教學對國中生心理需求與學習動機之影響(碩士論文)。國立臺灣體育運動大學。  延伸查詢new window
2.陳怡儒(2006)。家長式領導、團隊文化與籃球選手運動動機及身心倦怠之相關研究(碩士論文)。國立體育學院。  延伸查詢new window
3.高三福(2001)。團隊文化與教練領導：質化與量化兩種研究途徑(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
圖書
1.Hook, P.、Vass, A.(2013)。Confident classroom leadership。Routledge。  new window
圖書論文
1.Dörnyei, Z.(2007)。Creating a motivating classroom environment。International handbook of English language teaching。NY：Springer。  new window
2.Murray, D.、Chua, S.(2015)。What is leadership?。Leadership in Sport。New York, NY：Routledge。  new window
 
 
 
 
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