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題名：國中體育課學生干擾行為量表中文化之信度與效度檢驗
書刊名：臺灣運動教育學報
作者：吳良民／徐偉庭 引用關係／陳盈淳 引用關係／尚憶薇 引用關係
作者(外文)：Wu, Liang-min／Hsu, Wei-ting／Chen, Yin-chun／Shang, I-wei
出版日期：2016
卷期：11:1
頁次：頁1-13
主題關鍵詞：負面行為；課堂管理；國中學生；Misbehavior；Classroom management；Junior high school students
原始連結：連回原系統網址new window
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學生在體育課的各種干擾行為在運動教育學的研究中，一直是受重視的研究議題。為了提供國內研究者一份準確且便利的測量工具，本研究之目的即將英文版的體育課學生干擾行為量表中文化。本研究共有兩個階段，第一階段的研究對象包括3位專家與253位國中學生；第二階段的研究對象有279位國中學生。第一階段的研究結果顯示，所得資料通過了項目分析、探索性因素分析、內部一致性信度與效標關聯效度的檢驗；第二階段的研究結果顯示，所得資料通過一階驗證性因素分析與二階驗證性因素分析的檢驗，並且提供了理想的聚斂效度、區別效度、平均變異抽取量與組合信度等資訊。整體而言，中文化的體育課學生干擾行為量表具有可接受的信度與效度，確認本量表20題、5因素架構（冒犯行為、低度參與、不遵守規定、無法自律、欺侮）可應用於未來研究中。
Student disruptive behavior has been a crucial research issue in sport pedagogy. To provide an accurate and convenient measurement, this study aimed to develop the Chinese version of physical education classroom instrument. The current study included two stages. In the first stage, participants were 3 experts and 253 middle school students; in the second stage, participants were 279 junior high school students. The results of the first stage indicated the scale passed the examinations of item analysis, exploratory factor analysis, internal-consistency, and criterion-related validity. The results of the second stage indicated the scale passed the examinations of first-order and second-order confirmatory factor analysis. The values of convergent validity, discriminant validity, composite reliability, and average variance extracted were also provided. In conclusion, the Chinese version of physical education classroom instrument was valid and reliable. The scale of 20 items and 5 factors could be applied in future studies.
期刊論文
1.Standag, M.、Duda, J. L.、Ntoumanis, N.(2006)。Students' motivational processes and their relationship to teacher ratings in school physical education: A self-determination theory approach。Research Quarterly for Exercise and Sport，77(1)，100-110。  new window
2.Farh, J. L.、Cannella, A. A. J.、Lee, C.(2006)。Approaches to scale development in Chinese management research。Management and Organization Review，2(3)，1-18。  new window
3.Goudas, M.、Biddle, S. J. H.、Fox, K. R.(1994)。Perceived locus of causality, goal orientations, and perceived competence in school physical education classes。British Journal of Educational Psychology，64(3)，453-463。  new window
4.Kulinna, P. H.、Cothran, D. J.、Regualos, R.(2006)。Teachers' reports of student misbehavior in physical education。Research Quarterly for Exercise and Sport，77(1)，32-40。  new window
5.Kaplan, A.、Gheen, M.、Midgley, C.(2002)。Classroom Goal Structure and Student Disruptive Behavior。British Journal of Educational Psychology，72(2)，191-211。  new window
6.林章榜、林靜萍(20080900)。編製學生知覺體育課同學行為影響學習因素量表。體育學報，41(3)，55-67。new window  延伸查詢new window
7.Agbuga, B.、Xiang, P.、McBride, R.(2010)。Achievement Goals and Their Relations to Children's Disruptive Behaviors in an After-School Physical Activity Program。Journal of Teaching in Physical Education，29(3)，278-294。  new window
8.Cothran, D. J.、Kulinna, P. H.、Garrahy, D.(2009)。Attributions for and Consequences of Student Misbehavior。Physical Education and Sport Pedagogy，14(2)，155-167。  new window
9.Cothran, D.(2007)。Students' Reports of Misbehavior in Physical Education。Research Quarterly for Exercise and Sport，78(4)，216-224。  new window
10.Kulinna, P. H.、Krech, P.、Cothran, D. J.(2010)。Development of a Short-Form Version of the Physical Education Classroom Instrument: Measuring Secondary Pupils' Disruptive Behaviours。Physical Education & Sport Pedagogy，15(3)，209-225。  new window
11.Supaporn, S.、Dodds, P.、Griffin, L.(2003)。An Ecological Analysis of Middle School Misbehavior through Student and Teacher Perspectives。Journal of Teaching in Physical Education，22(3)，328-349。  new window
12.Bagozzi, Richard P.、Yi, Youjae(1988)。On the Evaluation of Structural Equation Models。Journal of the Academy of Marketing Science，16(1)，74-94。  new window
13.Hu, Li-tze、Bentler, Peter M.(1999)。Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives。Structural Equation Modeling: A Multidisciplinary Journal，6(1)，1-55。  new window
14.Jackson, D. L.、Gillaspy, J. A. Jr.、Purc-Stephenson, R.(2009)。Reporting practices in confirmatory factor analysis: An overview and some recommendations。Psychological Methods，14(1)，6-23。  new window
圖書
1.Jöreskog, Karl G.、Sörbom, Dag(1989)。LISREL 7: A guide to the program and applications。Chicago, Illinois：Scientific Software International。  new window
2.Marzano, R. J.、Marzano, J. S.、Pickering, D. J.(2003)。Classrom management that works: Research-based strategies for every teacher。Alexandria, VA：Association for Supervision and Curriculum Development。  new window
3.黃芳銘(2007)。結構方程模式：理論與應用。臺北市：五南圖書出版股份有限公司。  延伸查詢new window
4.陳順宇(2007)。結構方程模式：Amos操作。心理出版社。  延伸查詢new window
5.Deci, Edward L.、Ryan, Richard M.(2002)。Handbook of self-determination research。University of Rochester Press。  new window
6.DeVellis, Robert F.(1998)。Scale Development: Theory and Applications。Sage。  new window
 
 
 
 
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