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題名:知覺教師自主支持與自主支持學習氣氛對大學生體育課學習動機的脈絡影響
作者:林季燕 引用關係
作者(外文):Chi-Yen Lin
校院名稱:國立體育大學
系所名稱:教練研究所
指導教授:卓俊伶
學位類別:博士
出版日期:2010
主題關鍵詞:自我決定理論自主支持學習動機滿意度多層次分析Self-determination Theoryautonomy supportlearning motivationsatisfactionmultilevel analysis
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(9) 博士論文(3) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:9
  • 共同引用共同引用:0
  • 點閱點閱:106
本研究以自我決定理論為架構,旨在探討大學生知覺教師自主支持,透過心理變項對動機及後續行為的影響,並且應用多層次分析,驗證自我決定理論中環境因素對體育課學習動機的脈絡效果。研究對象為1544位大學生(男660位,女884位),平均年齡為20.3歲(SD=2.0歲)。知覺自主支持量表、自主性量表、勝任感量表、關係感量表及體育課學習動機量表為第一個時間點(期中)施測時所使用的測量工具,滿意度及未來修課意圖量表則為第二個時間點(期末)施測時所使用的測量工具。結果發現:(一)支持自我決定理論的論點,說明此動機因果模式在台灣大學生體育課情境下所蒐集的資料適配情形良好;(二)在體育課情境中,當各班學生所知覺的教師自主支持具有一定程度的共識時,會形成一種自主支持學習氣氛;(三)自主支持學習氣氛對自主性、勝任感、體育課學習動機、滿意度及未來修課意圖具有脈絡效果,而對關係感則無脈絡效果;(四)自主支持學習氣氛會強化個體層次學生知覺教師自主支持與自主性、勝任感的關係,對個體層次學生知覺教師自主支持與關係感則無強化作用。
This study, based on Self-determination Theory, was designed to investigate university students’ perceived teacher autonomy support through examining the influence of psychological variables on motivation and behaviors. By using multilevel analysis, the impact of contextual effects of environmental factor in Self-determination Theory on motivation in physical education classes was also examined. Sample were 1544 university students (male 660, Female 884) with an average age of 20.3 years (SD= 2.0 years). Perceived autonomy support, perceived autonomy, competence, relatedness, and learning motivation for physical education classes were used for time one (mid-term). Satisfaction and Intention for future course selection was used for time 2 (end of semester). The findings were: (1) Self-determination Theory suggesting the causal model motivation had good fit index for Taiwanese university students’ physical education class. (2) In physical education context, autonomy support learning
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climate is formed when students in each class perceive similar level of autonomy from their teachers. (3) Autonomy support learning climate has contextual effects on autonomy, competence, motivation for physical education class, satisfaction, and future intention for course selection, but not on relatedness. (4) Autonomy support learning climate strengthens students’ perception toward teacher’ autonomy in the individual level and the relationship between autonomy and competence, but not the students’ perception toward teachers’ autonomy and relatedness in the individual level.
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