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題名：社會體型焦慮、基本心理需求與體育課動機關係之研究--以有氧舞蹈課為例
書刊名：臺灣體育學術研究
作者：葉素汝 引用關係／陳美華 引用關係
作者(外文)：Yeh, Suh-ruu／Chen, Mei-hwa
出版日期：2017
卷期：63
頁次：頁95-110
主題關鍵詞：自主性；勝任感；關係感；自我決定理論；動機歷程；Competence；Autonomy；Relatedness；Self-determination theory；Motivational processes
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(2) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:67
  • 點閱點閱:11
本研究目的是探討有氧舞蹈課女學生的社會體型焦慮、基本心理需求與體育課動機的關係。根據「內外在動機階層模式」(Vallerand, 1997)，本研究提出一個各變項間之徑路關係的假設模式，並以185名修習一學期有氧舞蹈課程的女大專生為研究對象(平均年齡為16.79±0.46)。參與者在修習有氧舞蹈課程後，完成「社會體型焦慮量表」、「自主性量表」、「勝任感量表」、「關係感量表」、「體育課動機量表」等工具測量。蒐集之資料使用描述統計與結構方程模式分析，結果發現研究假設模式適配度良好，社會體型焦慮愈高者基本心理需求就愈低；基本心理需求愈高體育課自我決定動機就愈高。本研究結論：研究結果支持假設模式，社會體型焦慮可負向預測有氧舞蹈課學生的動機歷程，最後本文就研究結果提出未來研究及應用的建議。
The purpose of this study was to examine the relationships among social physique anxiety, basic psychological needs and motivation for physical education classes. Based on ＂Hierarchical of Intrinsic and Extrinsic Motivation Model＂ (Vallerand, 1997), this study proposed a hypothesis model composed the variables path relationship. Participants were 185 female undergraduate students who enrolled in aerobics dance class for one semester. The participants were asked to complete five scales included Social Physique Anxiety Scale, Autonomy Scale, Competence Scale, Relatedness Scale, and Motivation for Physical Education Class. Descriptive statistics and structural equations model were used to analysis data. We found that hypothesis models had good fit indices. Higher social physique anxiety related with lower basic psychological needs, higher basic psychological needs related with higher motivation for physical education classes. The results supported our hypothesis model that social physique anxiety has negatively influences on the motivation of students taking aerobics dance class. At last, we offer some suggestions from academic and practical perspective.
期刊論文
1.Cox, A. E.、Smith, A. L.、Williams, L.(2008)。Change in physical education motivation and physical activity behavior during middle school。Journal of Adolescent Health，43(5)，506-513。  new window
2.Lamarche, L.、Gammage, K. L.、Strong, H. A.(2009)。The effect of mirrored environments on self-presentational efficacy and social anxiety in women in a step aerobics class。Psychology of Sport and Exercise，10(1)，67-71。  new window
3.Cox, A. E.、Ullrich- French, S.、Madonia, J.、Witty, K.(2011)。Social physique anxiety in physical education: Social contextual factors and links to motivation and behavior。Psychology of Sport and Exercise，12(5)，555-562。  new window
4.陳美華、李晨鐘(20140300)。探討動機氣候在大學生體育課中所扮演的角色：中介或是調節？。體育學報，47(1)，47-59。new window  延伸查詢new window
5.Standage, M.、Duda, J. L.、Ntoumanis, N.(2003)。A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions。Journal of Educational Psychology，95(1)，97-110。  new window
6.Brunet, J.、Sabiston, C. M.(2009)。Social physique anxiety and physical activity: A self-determination theory perspective。Psychology of Sport and Exercise，10(3)，329-335。  new window
7.盧俊宏、黃瀅靜(19991200)。大專學生社會體型焦慮、身體質量指數和運動行為之關係研究。大專體育學刊，1(2)，129-137。new window  延伸查詢new window
8.Wilson, P. M.、Rodgers, W. M.、Fraser, S. N.、Murray, T. C.(2004)。Relationships between exercise regulations and motivational consequences in university students。Research Quarterly for Exercise and Sport，75(1)，81-91。  new window
9.陳明斌、卓國雄、洪彰岑(20140600)。臺南地區單車運動參與者基本心理需求與自我決定動機之相關研究。長榮運動休閒學刊，8，64-73。new window  延伸查詢new window
10.陳美華(20161100)。體重差異、身體意象關注與自尊的關係：體育課類型及性別的調節作用。臺灣運動心理學報，16(2)，1-20。new window  延伸查詢new window
11.Boiché, J. C. S.、Sarrazin, P. G.、Grouzet, F. M. E.、Pelletier, L. G.、Chanal, J. P.(2008)。Students' motivational profiles and achievement outcomes in physical education: A self-determination perspective。Journal of Education Psychology，100(3)，688-701。  new window
12.Cox, A. E.、Williams, L.(2008)。The roles of perceived teacher super, motivational climate, and psychological need satisfaction in students' physical education motivation。Journal of Sport & Exercise Psychology，30(2)，222-239。  new window
13.Cox, A. E.、Ullrich-French, S.、Sabiston, C. M.(2013)。Using motivation regulations in a person-centered approach to examine the link between social physique anxiety in physical education and physical activity-related outcomes in adolescents。Psychology of Sport and Exercise，14(4)，461-467。  new window
14.Koca, C.、Asci, F. H.(2006)。An examination of self-presentational concern of Turkish adolescents: an example of physical education setting。Adolescence，41，185-197。  new window
15.Ersöz, G.(2016)。An examination of motivational regulations, dispositional flow and social physique anxiety among college students for exercise: A self-determination theory approach。College Student Journal，50(2)，159-170。  new window
16.Edmunds, J.、Ntoumanis, N.、Duda, J. L.(2006)。A test of self-determination theory in the exercise domain。Journal of Applied Social Psychology，26，2240-2265。  new window
17.Hart, E. A.、Leary, M, R.、Rejeski, W. J.(1989)。The measurement of social physique anxiety。Journal of Sport & Exercise Psychology，11(1)，94-104。  new window
18.Haerens, L.、Kirk, D.、Cardon, G.、DeBourdeaudhuij, I.、Vansteenkiste, M.(2010)。Motivational profiles for secondary school physical education and its relationship to the adoption of a physically active lifestyle among university students。European Physical Education Review，16(2)，117-139。  new window
19.Holt, K. E.、Riccierdelli, L. A.(2008)。Weight concerns among elementary school children: a review of prevention programs。Body Image，5(3)，233-243。  new window
20.Littletona, H.、Axsomb, D.、Puryc, C. L. S.(2005)。Development of the body image concern inventory。Behaviour Research and Therapy，43(2)，229-241。  new window
21.Slater, A.、Tiggemann, M.(2006)。The contribution of physical activity and media use during childhood and adolescence to adult women's body image。Journal of Health Psychology，11(4)，553-564。  new window
22.Prichard, I.、Tiggemann, M.(2005)。Objectification in fitness centers: self-objectification, body dissatisfaction, and disordered eating in aerobic instructors and aerobic participants。Sex Roles，53(1/2)，19-28。  new window
23.Ntoumanis, N.(2001)。A self-determination approach to the understanding motivation in physical education。The British Journal of Educational Psychology，71(2)，225-242。  new window
24.蘇美如、黃英哲(20090500)。國小體育教師支持和學生體育課參與動機歷程之關係--應用自我決定理論。臺灣運動心理學報，14，33-50。new window  延伸查詢new window
25.Slater, Amy、Tiggemann, Marika(2011)。Gender differences in adolescent sport participation, teasing, self-objectification and body image concerns。Journal of Adolescence，34(3)，455-463。  new window
26.Ryan, Richard M.、Deci, Edward L.(2000)。Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions。Contemporary Educational Psychology，25(1)，54-67。  new window
27.Standage, M.、Duda, J. L.、Ntoumanis, N.(2006)。Students’ motivational processes and their relationship to teacher ratings in school physical education: A self-determination theory approach。Research Quarterly for Exercise and Sport，77，100-110。  new window
學位論文
1.林季燕(2010)。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(博士論文)。國立體育大學。new window  延伸查詢new window
圖書
1.Deci, Edward L.、Ryan, Richard M.(1985)。Intrinsic motivation and self-determination in human behavior。Plenum Press。  new window
2.黃芳銘(2003)。結構方程模式--理論與應用。五南。  延伸查詢new window
3.Deci, Edward L.、Ryan, Richard M.(2002)。Handbook of self-determination research。University of Rochester Press。  new window
圖書論文
1.Deci, E. L.、Ryan, R. M.(2002)。Self-determination research: Reflections and future directions。Handbook on self-determination research。Rochester, NY：University of Rochester Press。  new window
2.Vallerand, Robert J.(1997)。Toward a hierarchical model of intrinsic and extrinsic motivation。Advances in Experimental Social Psychology。Academic Press。  new window
 
 
 
 
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