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題名:體育課學生責任發展模式之建構、實施與再檢驗:以個人與社會責任模式為基礎
作者:徐偉庭 引用關係
作者(外文):Wei-Ting Hsu
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:2014
主題關鍵詞:體育課程與教學自我決定理論責任行為Curriculum and instruction in physical educationself-determination theoryresponsible behavior
原始連結:連回原系統網址new window
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個人與社會責任模式 (TPSR) 旨在教導學生為自己與為他人負責,為近年運動教育學之熱門研究議題。過去許多研究已針對TPSR模式的效果提出了支持的證據,而本研究依循現有研究之成果,欲進一步瞭解TPSR模式可產生正面成效之原因,以及如何讓TPSR模式的效果更佳。研究目的包括:檢驗體育課學生責任量表之因素結構與題項合宜性(研究一);以自我決定理論為架構,檢驗學生的責任行為(研究二);檢驗TPSR模式對學生心理需求滿足程度的影響(研究三);檢驗勝任感支持策略融入TPSR模式對學生責任行為的影響(研究四)。研究一的結果支持了體育課學生責任量表的信度與效度;研究二的結果顯示,體育教師提供之教師支持,會分別透過學生的三種心理需求滿足程度,呈現較高的自主性動機,進而反應出各層面的責任行為;研究三的結果顯示,實施TPSR模式之體育課,可提昇學生自主感與關係感需求滿足程度,但在勝任感需求上則未出現明顯差異;研究四的結果顯示,勝任感支持策略融入TPSR模式可提昇學生之努力、自我導向、遵守課堂常規,但在尊重、幫助與合作上則未出現明顯效果。本研究最後根據四個子研究的結果提出建議,期望對TPSR模式之理論發展與實務應用產生更多實質的貢獻。
Teaching Personal and Social Responsibility model (TPSR) aims to help students take responsibility for others and themselves. TPSR is a popular research issue in sport pedagogy, moreover, the effects of TPSR were supported by numerous studies. Based on the outcomes of previous studies, this research aimed to determine why TPSR may boost positive effects as well as how to enhance its effects. Study 1 was to examine the appropriateness of the items and factorial structure of Students’Responsibility in Physical Education Scale (SRIPES) ; Study 2 was to examine the student responsibility model based on the framework of self-determination theory; Study 3 was to examine the effects of TPSR on students’psychological need satisfaction; Study 4 was to examine the effects of supported-strategy which was integrated into TPSR on students’responsibility. Finally, the results of study 1 supported the reliability and validity of SRIPES. In the study 2, structural equation modeling analysis showed that perceptions of teacher support were positive predictors of students’satisfaction of their psychological needs for competence, relatedness, and autonomy. The three needs were positive predictors of autonomous motivation, in turn, autonomous motivation positively predicted student responsibility. The results of study 4 indicated that integrating supported-strategy into TPSR can enhance students’effort, self-direction, and following class rules. However, there were no significant effects on respect, helping others, and cooperation. According to the results of these 4 series studies, suggestions were offered to make greater contributions to the theory and the practice applications of TPSR.
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