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題名:建構大學生體育課情感、選課與運動之關係模式
作者:邱奕銓
作者(外文):Yi-Chuan Chiu
校院名稱:國立體育大學
系所名稱:體育研究所
指導教授:周宏室
學位類別:博士
出版日期:2013
主題關鍵詞:情感理論紮根理論結構方程模式emotional theorygrounded theorystructure equation model (SEM)
原始連結:連回原系統網址new window
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本研究之目的是以Turner(2007)的情感理論為基礎,先透過質性的研究初步建構大學生體育課情感、選課與運動之關係模式,再採用量化研究檢驗此關係模式之適合度,並尋找合理的因果路徑以建構最佳之關係模式。研究對象為台灣地區北中南東各區大專校院之男女大學生,其中質性研究是以立意取樣方式訪談三所學校18位大學生,而量化研究則是運用分層叢集隨機取樣方式進行,抽樣之對象總計有1246位,其中305份樣本用於預試、466份為檢驗量表的信效度,475份則作為模式之適配度驗證。研究工具在質性訪談為半結構式的訪談大綱,量化工具則為大學生體育課情感以及大學生選課與運動兩份量表。研究程序是先將質性訪談所蒐集的資料以紮根理論來分析,次則進行量化研究,在發展兩份量表後將所蒐集的資料以結構方程模式來驗證其關係模式。
結果為大學生參與體育課之情感概念涵蓋正向與負向情感兩個向度且成對立關係,大學生體育課選課與運動概念之內涵包含正向支持、負向否定、自我考量與同儕考量四個構面。另外,大學生體育課的情感經驗(正向與負向)會受體育態度(正向支持與負向否定)的中介而影響自我及同儕對於選課與運動之行動考量;而正向支持體育的態度能夠降低大學生負向否定體育態度之產生,再者同儕的考量會干擾大學生對於自我選課與運動之行動,其影響均達顯著水準。
本研究從質性之探索開始並嘗試建構大學生體育課情感、選課與運動之關係模式。未來可以透過量化研究進行驗證教師之教學對於學生正向情感的影響,或探討教師教學內容與師生情感互動對於學生學習效果的比較、亦或是師生與同儕在情感上的互動對於體育學習的影響,再者也可以不同的對象進行情感經驗、態度與行動的內涵或關係模式之驗證,如此,對於體育課教學實務以及情感理論之拓展等等相關議題應能產生更多的貢獻。
The main purpose of this study is to utilize Turner’s (2007) emotional theory and qualitative research to construct the relationship model among emotional experience, courses selection, and exercise behavior of college students toward physical education. Quantitative method was then adopted to examine the fit degree of the proposed relationship model in order to seek the most reasonable cause-and-effect relations for constructing the best relationship model. The population for this study was college students from northern, central, southern, and eastern Taiwan. Regarding qualitative research, purposive sampling method and semi-structure protocol instrument were adopted to interview 18 college students. Regarding quantitative research, questionnaires sent to 1246 selected college students included 305 pre-test samples, 466 for examining scale validity and reliability, and 475 for testing the model appropriateness using cluster sampling method. The scales of physical education’s emotional experience, and courses selection and exercise behavior of college students were quantitative scales. Concerning research procedure, this study firstly analyzed the interviewed verbatim using ground theory. The SEM approach was then employed to examine the relationship model.
The results show that physical education’s emotional experience of college students covered both positive and negative emotions, which in turn formed antagonistic relationships. Course selection and exercise behavior of college students included four dimensions of positive support, negative denying, self-consideration, and peer-consideration.
In addition, college students’ emotional experience (positive and negative) have significant mediating impact on attitude of physical education (positive support and negative denying) on the motives; considering by both of our peer and personal intention upon the selection of courses and exercise. Moreover, the attitude of positive support physical education can reduce the generation of negative denying attitude on physical education. Finally, peer-consideration moderated college students’ self course selection and exercise behavior.
This study was initially based on the qualitative method to construct the relationship model among emotional experience, course selection, and exercise behavior of college students toward physical education. This study remains several shortcomings. Despite all indicators obtained preliminary verification through qualitative research, future studies can further examine the impacts of teachers’ instructions on students’ positive emotional experience through qualitative research. Comparisons among teachers’ instructional contents and the impacts of emotional interactions between teachers and students on students’ learning efficiency are recommended. Future studies are also encouraged to verify the impacts of emotional interactions among teachers, students, and peers on physical education learning and examine the relationship model among emotional experience, attitude, and behavior on different subjects. As such, the development of practical instructions on physical education and emotional theory will definitely bring about more contributions.
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