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題名:青少年休閒參與動機模式之建立與驗證
作者:許建民 引用關係
作者(外文):Chien-Ming Hsu
校院名稱:國立體育學院
系所名稱:體育研究所
指導教授:高俊雄
學位類別:博士
出版日期:2006
主題關鍵詞:自我決定理論青少年休閒參與複核效度Self-determination TheoryAdolescentLeisure ParticipationCross-validation
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(11) 博士論文(2) 專書(1) 專書論文(0)
  • 排除自我引用排除自我引用:11
  • 共同引用共同引用:0
  • 點閱點閱:73
本研究的主要目的在透過自我決定理論的「社會情境→心理中介→動機型態→行為結果」動機過程模式,以建構一個能夠涵蓋社會情境因數與個人心理變項的青少年休閒參與動機模式。在社會情境因素方面,本研究以青少年在自由時間所感受的父母、朋友及師長的自主感支持為代表;在心理中介方面,青少年自由時間的自主感、勝任感和關係感滿足為主要衡量變項;在動機型態方面,加總內在動機、認同調節、內省調節、外在調節及無動機而成的自我決定動機強度是本研究所採用的指標;最後在行為結果方面,個人的休閒涉入和休閒滿意度則是本研究想要瞭解的結果變項。採用分層叢集抽樣方式選取桃園縣境內15所高中進行調查,總計發出1000份問卷,回收990份,有效問卷806份。調查工具包含自主感支持、基本需求滿足、休閒參與動機、休閒涉入和休閒滿意度等五個量表。利用線性結構方程式,研究者先以403名校正樣本進行徑路參數值及模式適合度推估,其後再以另403名效度樣本進行修正後模
式之複核。結果發現:
(一) 父母及朋友的自主感支持對青少年自由時間的自主感有顯著且正面的影響。也就是在自由時間中,青少年從父母及朋友身上獲得的支持與鼓勵愈多,其所感受的行為自我決定程度也就愈高。
(二) 父母及朋友的自主感支持對青少年自由時間的勝任感有顯著且正面的影響。也就是在自由時間中,青少年從父母及朋友身上獲得的支持與鼓勵愈多,其所知覺的個人能力以及勝任程度也就愈強。
(三) 朋友的自主感支持對青少年自由時間的關係感有顯著且正面的影響。也就是在自由時間中青少年從朋友身上獲得的支持與鼓勵愈多,其所感受到與他人關係的建立以及得到他人的關心程度也就愈高。
(四) 不同重要他人自主感支持對青少年不同基本需求滿足的影響不盡相同。整體而言,以朋友的自主感支持影響力最強,其次是父母的自主感支持,最小的則是師長的自主感支持。
(五) 青少年的自主感需求滿足對休閒參與動機有顯著且正面的影響。也就是在自由時間中,青少年感受的行為自我決定程度愈高,其休閒動機型態是愈能自我決定的。
(六) 青少年的勝任感需求滿足對休閒參與動機有顯著且正面的影響。也就是在自由時間中,青少年知覺自己是有能力的,並且是能勝任的,其休閒動機型態是愈能自我決定的。
(七) 青少年的關係感需求滿足對休閒參與動機有顯著且正面的影響。也就是在自由時間中,青少年與他人關係建立愈密切,或者得到他人的關心程度愈高,其休閒動機型態是愈能自我決定的。
(八) 不同的基本需求滿足對休閒參與動機的影響不盡相同。整體而言,以勝任感對休閒參與動機的影響最大,其次是關係感,最小的則是自主感。
(九) 青少年的休閒參與動機對其休閒涉入有顯著且正面的影響。也就是個人的動機型態如能愈趨於自我決定,其對休閒的涉入程度也就愈深。
(十) 青少年的休閒涉入對休閒滿意度有顯著且正面的影響。也就是休閒涉入程度愈深者,其休閒滿意度亦是愈高的。
(十一) 修正後的「青少年休閒參與動機模式」具有良好的模式適合度,並且展現出不錯的複核效度。換言之,本研究所提出的修正模式在另一組青少年樣本中也得到驗證。
根據上述之研究發現,本研究給休閒服務行政、規劃及領導者提供實務應用之參考;另對父母及教師也提出正視青少年休閒活動重要性之建議;當然對於本研究所探討之對象-青少年也提出積極主動參與之期許。最後,本研究亦針對未來研究可行性方向提出探討與說明。
The purpose of this study was to apply self-determination theory to construct a model of leisure motivation for the adolescents. Autonomy support, basic need satisfaction, leisure motivation, leisure involvement, and leisure satisfaction were included in the theoretical model. Autonomy-supportive beha- viors derived from significant others, namely parents, peers, and teachers, were selected for social factors. Perceptions of autonomy, competence, and relatedness represented psycholo- gical mediators. A self-determined motivation index was used to integrate the scores from different motivational subscales under one score. Leisure involvement and leisure satisfaction were variables as behavior consequences. Using stratified cluster sampling method, a group-administrated questionnaire was sent to 1,000 high school students in Taoyuan County and a survey was conducted. 990 questionnaires returned, however, 806 of them were valid and used for further data analysis. LISREL was used to estimate the parameters and fit indices of the model by 403 calibration samples. To confirm the estimated model, cross-validation analysis was applied to replicate the estimated model by another 403 validation samples. The
findings of this study were summarized as following:
1. Autonomy-supportive behaviors derived from parents and peers had a significant positive effect on adolescents’ autonomy. That is, the more autonomy supportive the parents
and peers were, the more autonomy the adolescents
perceived.
2. Autonomy-supportive behaviors derived from parents and peers had a significant positive effect on adolescents’ competence. That is, the more autonomy supportive the parents and peers were, the more competence the adolescents
perceived.
3. Autonomy-supportive behaviors derived from peers had a significant positive effect on adolescents’ relatedness. That is, the more autonomy supportive the peers were, the more
relatedness the adolescent perceived.
4. The different sources of autonomy-supportive behaviors had different direct effects on psychological need satisfaction. Among them, the autonomy-supportive behaviors derived from peers had the strongest effect, following were parents
and teachers.
5. Perception of autonomy had a significant positive effect on leisure motivation. That is, the more autonomous the adolescents perceived, the more they will be motivated by
self-determine.
6. Perception of competence had a significant positive effect on leisure motivation. That is, the more competent the adolescents perceived, the more they will be motivated by
self-determine.
7. Perceptions of relatedness had a significant positive effect on leisure motivation. That is, the more relatedness the adolescents perceived, the more they will be motivated by
self-determine.
8. The different basic needs had different direct effects on leisure motivation. Among them, competence had the
strongest effect, following were relatedness and autonomy.
9. The leisure motivation was significant positive effect on leisure involvement. That is, high levels of self-determined
leisure motivation led to high levels of leisure involvement.
10. High levels of leisure involvement led to high levels of leisure satisfaction. In other word, the more involve in
leisure, the more positive their leisure satisfaction.
11. The results showed that the modified model fit the data satisfactorily and the cross-validation test confirmed the model’s stability and predictive. It means that the modified
model can be replicated for another adolescent sample.
Based on the findings above, some advice were proposed not only for decision makers, planners, and managers of the leisure service delivery systems, but also adolescents’ parents and teachers were. Lastly, future research orientations were proposed and interpreted.
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