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題名：體育課學生知覺教師教學行為與運動幸福感之研究--以基本心理需求為中介效果
書刊名：臺灣體育學術研究
作者：劉兆達／許玫琇 引用關係／張富鈞 引用關係
作者(外文)：Liu, Jau-da／Hsu, Mei-hsiu／Chang, Fu-chun
出版日期：2019
卷期：66
頁次：頁75-95
主題關鍵詞：運動；控制性行為；主觀活力；自主性支持訓練課程；Autonomy-support training programs；Controlling teaching behaviors；Sport；Subjective vitality
原始連結：連回原系統網址new window
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本研究目的在探討體育課學生知覺教師教學行為、基本心理需求及運動幸福感的預測情形及中介效果，對象為選修體育課之大學生491位，方法：採用問卷調查法，工具為體育課學生知覺教師教學行為、基本心理需求及運動幸福感量表，資料分析為描述性統計、Pearson積差相關、迴歸分析等。結果：一、體育課學生知覺教師自主性支持行為能夠正向預測運動幸福感、關連需求、自主需求及勝任需求等，而教師控制性行為則是負向預測運動幸福感、關連需求、自主需求及勝任需求等；二、體育課學生知覺自主需求、勝任需求及關連需求能夠正向預測運動幸福感；三、體育課學生知覺關連需求、自主需求及勝任需求能夠部分中介（partial mediation）教師自主性支持行為及運動幸福感，而體育課學生知覺關連需求、自主需求能夠完全中介（full mediation）教師控制性行為與運動幸福感。結論：體育課學生知覺教師自主性支持行為能正面預測運動幸福感及基本心理需求，而教師控制性行為能夠負向預測運動幸福感及基本心理需求，且基本心理需求能夠正向預測運動幸福感。建議體育教師於課程中，應展現出更多自主性支持行為，並降低控制性行為，可以提升學生的基本心理需求，進而提升其運動幸福感。
Purpose: of this investigation was to explore predictive effects and mediating effects of basic psychological needs between perceived teaching behaviors and sports' well-being in physical education classes. The subjects were 491 collegial students engaged optional physical education classes in Taiwan. Method: was the questionnaire used to collect those data. The instrument was the scales of perceived teaching behaviors, basic psychological needs, and sports' well-being in physical education classes. Those data were analyzed by descriptive statistics, Pearson correlation, and regression analysis. Results: were in the follows: (1) The sports' well-being, and basic psychological needs of relatedness, autonomy, and competency perceived by collegial students were positively predicted by autonomy-support teaching behaviors of teachers, and were negatively predicted by controlling teaching behaviors of them. (2) The sports' well-being was positively predicted by basic psychological needs of relatedness, autonomy, and competency of them. (3) Basic psychological needs of relatedness, autonomy, and competency were partial mediations between autonomy-support teaching behaviors and sports' well-being. In addition, Basic psychological needs of relatedness, and autonomy were full mediations between controlling teaching behaviors and sports' well-being. Conclusion,: the sports' well-being and basic psychological needs of relatedness, autonomy, and competency were positively predicted by autonomy-support teaching behaviors of teachers in physical education classes. In addition, those were negatively predicted by controlling teaching behaviors of teachers. Furthermore, the sports' well-being was positively predicted by basic psychological needs of relatedness, autonomy, and competency perceived by collegial students. It advised that physical educators needed to show more autonomy-support teaching behaviors, and less controlling teaching behaviors, to satisfy basic psychology needs of autonomy, relatedness, and competency, and to enhance the sports' well-being in physical education classes.
期刊論文
1.Adie, J. W.、Duda, J. L.、Ntoumanis, N.(2012)。Perceived coach-autonomy support, basic need satisfaction and the well- and ill-being of elite youth soccer players: A longitudinal investigation。Psychology of Sport and Exercise，13(1)，51-59。  new window
2.Taylor, I. M.、Lonsdale, C.(2010)。Cultural differences in the relationships among autonomy support, psychological need satisfaction, subjective vitality, and effort in British and Chinese physical education。Journal of Sport and Exercise Psychology，32(5)，655-673。  new window
3.Ryan, Richard M.、Frederick, Christina(1997)。On energy, personality and health: Subjective vitality as a dynamic reflection of well-being。Journal of Personality，65(3)，529-565。  new window
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5.Ryan, A. M.、Patrick, H.(2001)。The classroom social environment and changes in adolescents' motivation and engagement during middle school。American Educational Research Journal，38(2)，437-460。  new window
6.劉琪、廖主民(20130900)。運動幸福感在心理技能與生活適應的中介效應。大專體育學刊，15(3)，300-308。new window  延伸查詢new window
7.Reeve, Johnmarshall、Jang, Hyungshim、Carrell, Dan、Jeon, Soohyun、Barch, Jon(2004)。Enhancing students' engagement by increasing teachers' autonomy support。Motivation and Emotion，28(2)，147-169。  new window
8.Wilson, P. M.、Longley, K.、Muon, S.、Rodgers, W. M.、Murray, T. C.(2006)。Examining the contributions of perceived psychological need satisfaction to well-being in exercise。Journal of Applied Biobehavioral Research，11(3/4)，243-264。  new window
9.Adie, J. W.、Duda, J. L.、Ntoumanis, N.(2008)。Autonomy Support, Basic Need Satisfaction and the Optimal Functioning of Adult Male and Female Sport Participants: A Test of Basic Needs Theory。Motivation and Emotion，32(3)，189-199。  new window
10.陳建瑋、季力康(20090300)。大學生不同運動階段基本心理需求與主觀幸福感之相關研究。體育學報，42(1)，25-37。new window  延伸查詢new window
11.Ntoumanis, N.、Standage, M.(2009)。Motivation in physical education classes: A self-determination theory perspective。Theory and Research in Education，7(2)，194-202。  new window
12.黃振紅(20050600)。不同學制大專技職生參與休閒運動與幸福感之相關研究。體育學報，38(2)，121-136。new window  延伸查詢new window
13.陳志忠、李烱煌(20131100)。大專啦啦隊選手基本心理需求對知覺動機氣候預測主觀活力之中介效果。臺灣運動心理學報，13(2)，37-59。new window  延伸查詢new window
14.Black, A. E.、Deci, E. L.(2000)。The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self‐determination theory perspective。Science education，84(6)，740-756。  new window
15.López-Walle, Jeanette、Balaguer, Isabel、Castillo, Isabel、Tristán, José(2012)。Autonomy Support, Basic Psychological Needs and Well-Being in Mexican Athletes。Spanish Journal of Psychology，15(3)，1283-1292。  new window
16.陳志忠(2013)。專科女學生體育課基本心理需求對知覺自主性支持預測主觀活力之中介效果。臺灣運動教育學報，8(2)，33-50。new window  延伸查詢new window
17.Cox, A.、Williams, L.(2008)。The role of perceived teacher support, motivational climate, and psychological need satisfaction in students' physical education motivation。Journal of Sport and Exercise Psychology，30(2)，222-239。  new window
18.Lim, B. S. C.、Wang, C. K. J.(2009)。Perceived autonomy support, behavioral regulation in physical education and activity intention。Psychology of Sport and Exercise，10(1)，52-60。  new window
19.Kawabata, M.、Yamazaki, F.、Guo, D. W.、Chatzisarantis, N. L. D.(2017)。Advancement of the subjective vitality scale: examination of alternative measurement models for Japanese and Singaporeans。Scandinavian Journal of Medicine & Science in Sport，27(12)，1793-1800。  new window
20.Reinboth, M.、Duda, J. L.、Ntoumanis, N.(2004)。Dimensions of coaching behavior, need satisfaction, and he psychological and physical welfare of young athletes。Motivation and Emotion，28(3)，297-313。  new window
21.Selcuk, H.(2017)。Examination of loneliness and peer relations of physical education teacher candidates。Journal of Education and Practice，8(12)，49-56。  new window
22.Soenens, B.、Sierens, E.、Vansteekiste, M.、Dochy, F.、Goossens, L.(2012)。Psychological controlling teaching: examining outcomes, antecedents, and mediators。Journal of Educational Psychology，104(1)，108-120。  new window
23.Waterman, A. S.(1993)。Two conceptions of happiness: Contrasts of personal expressiveness (eudaimonia) and hedonic enjoyment。Journal of Personality and Social Psychology，64(4)，678-691。  new window
24.Duda, Joan L.、Nicholls, John G.(1992)。Dimensions of Achievement Motivation in Schoolwork and Sport。Journal of Educational Psychology，84(3)，290-299。  new window
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26.Deci, Edward L.、Ryan, Richard M.(2000)。The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior。Psychological Inquiry，11(4)，227-268。  new window
圖書
1.Deci, Edward L.、Ryan, Richard M.(1985)。Intrinsic motivation and self-determination in human behavior。Plenum Press。  new window
 
 
 
 
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