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題名：行為改變策略暨雲端活動促進系統對女高中生身體活動和國文學科成就之影響
作者：吳婉綺
作者(外文)：Wan-ChiWu
校院名稱：國立成功大學
系所名稱：教育研究所
指導教授：楊雅婷副教授
學位類別：博士
出版日期：2014
主題關鍵詞：行為改變策略；雲端活動促進系統；女高中生；身體活動；國文學科成就；behavior change strategies；cloud-based physical activity promotion system；senior high school female students；physical activity；Chinese achievement
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本研究主要探討行為改變策略暨雲端活動促進系統對女高中生身體活動和國文學科成就之影響，分為三個相互關聯的子研究來完成。本研究以大台北地區某女子高中一年級三個班級共98名學生為研究對象。
子研究一為探討接受不同層次之身體活動促進課程的女高中生，其身體活動之差異，進行為期18週的前、後、延後測準實驗教學設計。自變項為三個層次的身體活動促進課程，分別為接受一般高中體育課程（控制組；36人）、運用雲端活動促進系統（實驗組一；26人）以及接受行為改變策略暨雲端活動促進系統（實驗組二；36人）。依變項為三個身體活動指標，分別為：中等費力以上身體活動時間、輕度身體活動時間和坐著時間，使用的統計方法為單因子多變量變異數分析。主要研究結果為三個班級於不同時間點之三個身體活動指標有顯著差異，如下：
1.第1至7週時，三個班級沒有顯著差異。
2.第8至9週時，實驗組二接受社群活動行為改變策略，其中等費力以上身體活動時間顯著多於控制組。
3.第10至11週時，三個班級沒有顯著差異。
4.第12週時，實驗組二接受行為改變策略之課程回顧，無論在輕度身體活動時間或是坐著時間，表現均顯著優於實驗組一和控制組。
5.第1至12週整體而言，實驗組一和二的中等費力以上身體活動時間均高於控制組，而實驗組二的輕度身體活動時間和坐著時間優於實驗組一和控制組。
6.後測時，三個班級沒有顯著差異。
7.延後測時，實驗組二的中等費力以上身體活動時間顯著多於控制組。
接著，子研究二分析在行為改變策略暨雲端活動促進系統之下，接受個人活動和社群活動的女高中生，其身體活動之差異。自變項為行為改變策略暨雲端活動促進系統之下的個人活動和社群活動（實驗組二；36人），依變項為三個身體活動指標，使用的統計方法為相依樣本Hotelling’s T2。主要研究結果為社群活動輕度身體活動時間顯著高於個人活動，且社群活動對於學生身體活動動機的影響是不容忽視的。
最後，子研究三分析接受不同層次之身體活動促進課程之後，有無達足量身體活動的女高中生，其國文學科成就之差異。自變項為身體活動不足（50人）和足量身體活動（46人），依變項為學生的國文學科成就，分成六個認知向度。使用的統計方法為獨立樣本t考驗和Hotelling’s T2。主要研究結果為足量身體活動組平均比身體活動不足組多花了約5倍時間進行中等費力以上身體活動，然兩組於國文學科成就測驗得分方面，足量身體活動組不僅於理解和應用認知向度有顯著高於身體活動不足組，而其他認知向度表現也無表現較差。
本研究依據研究結果提出五點未來教學建議和十點研究限制和未來研究建議，提供未來欲進行相關研究的學校單位和研究者作為參考。
The purpose of this study was to investigate the effectiveness of behavior change strategies and cloud-based physical activity promotion system (CPAPS) on senior high school female students’ physical activity (PA) and Chinese achievement. This study was divided into three coherent substudies, and the participants were 98 tenth grade female students from three classes.
Substudy one was to explore the differences of PA after receiving different levels of PA promotion courses. A pretest, posttest and delay posttest quasi-experimental design was used for this study, and the experiment was conducted for 18 weeks. The independent variable was PA promotion courses with three levels: the traditional physical education (C, 36 students), applying CPAPS (E1, 26 students), and receiving behavior change strategies and CPAPS (E2, 36 students). The dependent variables were three indicators of PA: time of moderate-vigorous, light, and sedentary activities. One-way MANOVA was employed to examine whether there is a significant difference between the research groups. The main results from data analysis indicated that there were significant differences among three research groups over different experimental periods, as follows:
1.In weeks 1 to 7, there was no statistically significant difference among the three research groups.
2.In weeks 8 to 9, E2 received social activity, and the time of moderate-vigorous PA of E2 was significantly longer than C.
3.In weeks 10 to 11, there was no statistically significant difference among the three research groups.
4.In week 12, the time of light PA of E2 was both significantly longer than E1 and C. Also, the time of sedentary activity of E2 was both significantly shorter than E1 and C.
5.Overall, in weeks 1 to 12, the time of moderate-vigorous PA of E1 and E2 was significantly higher than C. Moreover, E2 performance significantly greater than C either in the time of light PA or the time of sedentary activity.
6.According to posttest, there was no statistically significant difference among the three research groups.
7.According to delay posttest, the time of moderate-vigorous PA of E2 was significantly longer than C.
Next, substudy two was to analyze the differences of PA after receiving different behavior change strategies. The independent variable was two kinds of behavior change strategies (E2, 36 students): personal activity and social activity. The dependent variables were three indicators of PA the same as substudy one. Dependent Hotelling’s T2 was used for data analysis. The main results showed the time of light PA of students who received social activity was significantly longer than students who received personal activity. Also, the impacts of social activity on student’s PA motivation could not be ignored.
Finally, substudy three was to analyze the differences of Chinese achievement between physical inactivity and sufficient PA groups. The independent variable was two PA groups: physical inactivity and sufficient PA. The dependent variables were scores of Chinese examinations which divided into six cognitive dimensions. Independent t test and Hotelling’s T2 were employed to examine whether there is a significant difference between two research groups. On average, sufficient PA group spent 5 times as much time as physical inactivity group did on moderate-vigorous PA; as results, sufficient PA group got significantly higher scores in comprehension and application dimensions than physical inactivity group did. In addition, sufficient PA group did not perform worse in other dimensions than physical inactivity group did.
Finally, suggestions for instruction, limitation of research and suggestions for future study were provided based on the findings of the study.
英文文獻
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