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題名：運動中兒童與青少年的同儕關係
作者：吳修廷 引用關係
作者(外文)：Hsiu-Tin Wu
校院名稱：國立體育大學
系所名稱：體育研究所
指導教授：廖主民
學位類別：博士
出版日期：2014
主題關鍵詞：同儕關係；受歡迎；友誼；社會地位；peer relationship；popularity；friendship；social
原始連結：連回原系統網址new window
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本研究嘗試以系列的研究來探討運動中的同儕關係，主要的目的是提供建立研究同儕關係理論模式的依據。首先，研究一著手調查台灣地區兒童與青少年的身體活動情形和參與動機（N=3321），目的是想了解兒童和青少年參與運動的生態，以作為後續探討同儕關係應注意的動機形態和研究基礎，調查結果歸納成六大類，包含健身和技能促進、社會期望和外在因素、競爭和挑戰、社會增強、正向情緒和友誼以及團隊合作。接著研究二採用Coie與Dodge(1983) 以人為主體的五種同儕地位計量分類法，探討體育課不同同儕地位的兒童在社會心理組成上的差異（N=229），結果發現受歡迎和受爭議的兒童在心理組成上沒有太大差異，特別值得注意的是被忽略的兒童心理組成最不好，與過去教育領域的研究發現被拒絕兒童的心理組成是最差的不一致。此外，研究二調查發現被同儕喜歡的理由主要是運動好占36%、個人特質（如善良和幽默）占25%和好朋友或玩伴占22%，不喜歡的理由主要的是負向行為（如不守規矩、搗蛋、打人、罵人和嘲笑人等）占60%、負向情緒態度（如自以為是、驕傲、發脾氣等）占21%。研究三則進一步想了解什麼因素是影響同儕關係的主因，基於研究二的調查除了受歡迎的主因是運動好之外，發現不受歡迎的主要因素似乎和個人的道德水準有關，然而道德水準又會受到動機氣候的影響，故研究三的目的是探討兒童的道德水準和動機氣候對同儕關係及心理組成的影響，研究結果沒有發現交互作用故不支持假設，只有發現能力信念與同儕關係和心理組成有正相關，以及精熟動機氣候與心理組成亦有正相關。雖然本研究未能建立初步的同儕關係理論模式，但提供了探討同儕關係初步的樣貌，期許未來能有更多同儕關係的相關研究發現，以提供建立周延的理論模式作為研究的理論基礎。
This thesis is comprised of a series of studies exploring peer relationships in physical domain. The first study surveyed the participation motives of children and adolescents in Taiwan (N=3321) as a basis for further studies. Six categories of participation motives were found, namely, Fitness and skill enhancement, Social expectation, Competition and challenge, Social reinforcement, Fun and friendship, and Team interaction. The second study examined the differences in psychological make-ups of children with different peer status in physical education classes (N=229). Peer status was assessed by way of peer nomination suggested by Coie and Dodge (1983) and five different types of peer status were identified, namely, the popular, the rejected, the average, the neglected, and the controversial. It was found that the popular and the controversial were not significantly different, while the neglected children had the worst psychological make-ups. Results also showed that the main reasons for popularity were sport skills, positive personality, and companionship, while the main reasons for dis-likeness were negative behaviors and bad attitudes. These findings suggested that levels of moral behaviors might be a factor of popularity and dis-likeness. Accordingly, the third study examined the effects of children’s levels of moral behaviors and perceived motivational climates on peer relationships and psychological make-ups. Regression analysis found a positive relationship between perceived motivational climates and peer relationship as well as psychological make-ups. However, no interactions of moral behaviors and perceived motivational climates were found. Findings of these studies provided a primary knowledge basis of developing a conceptual model to describe peer relationship in physical domain.
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