運動倦怠若調適得不好，可能會使運動員永遠退出運動場，找出可能影響運動倦怠的因素是相當重要，然而高中運動員主動性人格是否調節教練控制行為對運動倦怠之預測，目前仍然不清楚。本研究探討高中運動員主動性人格、教練控制行為對運動倦怠之預測情形。方法：新北市高中甲組運動員為研究對象，共211位 (男性152位、女性59位)，其專項包含：舉重、手球、桌球、田徑、角力、空手道、柔道、籃球。經參與者同意後，填寫主動性人格量表、教練控制行為量表中文修訂版、運動倦怠量表，並以皮爾遜積差相關與多元階層迴歸進行分析。結果：主動性人格能顯著負向預測運動倦怠，教練控制行為能顯著正向預測運動倦怠，解釋變異量為28％。結論與建議：教練控制行為與主動性人格皆為預測高中運動員運動倦怠的重要變項，高主動性人格者，運動倦怠較低。再者，高中運動員知覺高教練控制行為者，則其運動倦怠也較高。建議高中教練減少控制行為，並協助增強主動性人格傾向的提升，以緩解高中運動員運動倦怠的產生。

Athletes experiencing athletic burnout might result in dropout from sports. Therefore, it is important to identify factors which cause athletic burnout. However, it still remains unclear whether proactive personality of high school athletes has adjustment effect on predictions of athlete burnout from coaches’ controlling behavior. Therefore, the purpose of this study was to explore the predictions of proactive personality and coaches’ controlling behavior on high school athletes’ burnout. Methods: A total of 211 high school athletes in New Taipei City (152 males and 59 females) were recruited as participants. Their sport specialties include weightlifting, handball, table tennis, track and field, wrestling, karate, judo, and basketball. After Obtaining informed consent from the participants, they were requested to complete the Proactive Personality Scale, the revised Controlling Coach Behavior Scale in Chinese, and the Athlete Burnout Questionnaire. Pearson product-moment correlation and multiple hierarchical regression were used to analyze the data. Results: High school athletes’ burnout were negatively predicted by proactive personality and positively predicted by Coaches’ controlling behavior, with an explained variance of 28%. Conclusions and suggestions: Proactive personality and coaches’ controlling behavior both serve as critical variables in predicting high school athletes’ burnout. Specifically, athletes with high proactive personality reported lower burnout. Furthermore, high school athletes perceived higher coaches’ controlling behavior reported higher burnout. It is suggested that high school coaches reduce controlling behavior and help enhance students’ proactive personality to mitigate athletic burnout on high school athletes.

尤日虹 (2017)。控制執教行為對大學生運動員主觀活力感的影響：運動員倦怠的仲介作用。心理學進展，7(6)，777-784。https://doi.org/10.12677/AP.2017.76096
黃丹臨、季力康 (2018)。運動員主動性人格與教練領導風格對運動員無動機之預測。休閒觀光與運動健康學報，8(1)，32-41。http://doi.org/10.6345/THE.NTNU.DPE.040.2018.F03
莊欣耘、曾秀鳳、季力康 (2018)。臺灣女子職業高爾夫運動員主動性人格與社會支持對職涯滿意度之預測。臺灣運動心理學報，18(2)，21-37。http://doi.org/10.6497/BSEPT.201811_18(2).0002
莊國上、蔡慧敏 (2021)。探究不同背景大專羽球選手樂觀、悲觀與倦怠之差異與關聯。運動研究，30(1)，97-111。https://doi.org/10.6167/JSR.202106_30(1).0006
陳志榮、張碧峰 (2008)。運動員對知覺教練領導行為與運動動機，滿足感及退出意圖之研究。興大體育學刊，9，55-66。http://doi.org/10.29897/DNSJ.200812.0006
陳群仁、林作慶 (2020)。運動選手心理堅韌性與競技倦怠之關係研究－以南投縣國中運動代表隊為例。管理實務與理論研究，14(1)，66-80。https://doi.org/10.29916/JMPP.202006_14(1).0005
陳薇任 (2013)。教練的控制型行為與選手的自我決定動機－選手知覺教練的自主支持風格與選手知覺合理性的調節效應〔未出版碩士論文〕。國立體育大學。https://hdl.handle.net/11296/qpenzu
陳瓊茶 (2005)。大專運動員完美主義，目標取向及特質性焦慮對競技倦怠之相關與預測研究。大專體育學刊，7(1)，101-113。http://doi.org/10.5297/ser.200503_7(1).0008
葉靜輝 (2015)。主動性人格、轉換型領導、服務氣候、服務績效與顧客滿意度--多層次之研究〔未出版博士論文〕。國立中央大學。https://hdl.handle.net/11296/jvts99
蔡宜廷、季力康 (2019)。削權動機氣候對羽球選手預測運動倦怠之預測-基本心理需求的中介效果。中正體育學刊，8，1-16。http://doi.org/10.6345/NTNU201901037
劉義傳、王清欉、黃崇儒 (2013)。高中棒球選手心理堅韌性、教練威權領導與競技倦怠的關係。臺灣運動教育學報，8(1)，1-13。http://doi.org/10.6580/JTSP.2013.8(1).01
鄭宛筑、鍾佳芸、黃崇儒 (2022)。大學運動員完美主義與運動倦怠之關係：教練自主支持的調節作用。運動表現期刊，9(1)，17-32。http://doi.org/10.53106/240996512022030901002
盧俊宏、朱真儀、蔡巧玲、詹芳榕 (2009)。台灣運動員倦怠經驗探索：文化與訓練脈絡上的省思。應用心理研究，42，81-122。http://doi.org/10.6222/pej.3903.200609.1107
盧俊宏、陳龍弘、卓國雄 (2006)。Raedeke 和 Smith 運動員倦怠問卷 (ABQ) 之信效度研究。體育學報，39(3)，83-94。http://doi.org/10.6222/pej.3903.200609.1107
魏筱昀、郭彥谷 (2019)。台灣壽險產業工作者主動性人格與幸福感之關係研究：以工作熱情為中介變項。管理資訊計算，8(1)，35-44。http://doi.org/10.6285/MIC.201908/SP_01_8.0003
Alessa, G. S., Sharif, S., Lodhi, R. N., & Mahmood, Z. (2021). Leadership, proactive personality and organizational outcomes: role of parallel of mediators in Pakistani 3-star hotels. International Journal of Organizational Analysis, 1934-8835. http://doi.org/10.1108/IJOA-12-2020-2548
Amorose, A. J. (2007). Coaching effectiveness: Exploring the relationship between coaching behavior and self-determined motivation. In M. S. Hagger, & N. L. D. Chatzisarantis (Eds.), Self-determination theory in exercise and sport (pp. 209-227). Champaign, IL: Human Kinetics. http://dx.doi.org/10.5040/9781718206632.ch-014
Assor, A., Kaplan, H., Kanat-Maymon, Y., & Roth, G. (2005). Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety. Learning and Instruction, 15(5), 397-413. http://dx.doi.org/10.1016/j.learninstruc.2005.07.008
Bakker, A. B., & de Vries, J. D. (2021). Job Demands–Resources theory and self-regulation: New explanations and remedies for job burnout. Anxiety, Stress, & Coping, 34(1), 1-21. https://doi.org/10.1080/10615806.2020.1797695
Balaguer, I., González, L., Fabra, P., Castillo, I., Mercé, J., & Duda, J. L. (2012). Coaches' interpersonal style, basic psychological needs and the well and ill-being of young soccer players: A longitudinal analysis. Journal of Sports Sciences, 30, 1619-1629. http://dx.doi.org/10.1080/02640414.2012.731517
Barcza-Renner, K., Eklund, R. C., Morin, A. J., & Habeeb, C. M. (2016). Controlling coaching behaviors and athlete burnout: Investigating the mediating roles of perfectionism and motivation. Journal of Sport and Exercise Psychology, 38(1), 30-44. http://dx.doi.org/10.1123/jsep.2015-0059
Bartholomew, K. J., Ntoumanis, N., & Thøgersen-Ntoumani, C. (2009). A review of controlling motivational strategies from a self-determination theory perspective: Implications for sports coaches. International Review of Sport and Exercise Psychology, 2, 215-233. http://dx.doi.org/10.1080/17509840903235330
Bartholomew, K. J., Ntoumanis, N., & Thøgersen-Ntoumani, C. (2010). The controlling interpersonal style in a coaching context: Development and initial validation of a psychometric scale. Journal of Sport and Exercise Psychology, 32, 193-216. http://dx.doi.org/10.1123/jsep.32.2.193
Bateman, T. S., & Crant, J. M. (1993). The proactive component of organizational behavior: A measure and correlates. Journal of Organizational Behavior, 14(2), 103-118. https://doi.org/10.1002/job.4030140202
Coakley,J.(1992). Burnout among adolescent athlete: A personal failure or social problem. Sociology of Sport Journal, 9,271-285. https://doi.org/10.1123/ssj.9.3.271
Crant, J. M. (2000). Proactive behavior in organizations. Journal of Management, 26(3), 435-462. https://doi.org/10.1177/014920630002600304
Cresswell, S. L., & Eklund, R. C. (2005a). Motivation and burnout among top amateur rugby players. Medicine and Science in Sports and Exercise, 37, 469–477. http://doi.org/10.1249/01.mss.0000155398.71387.c2
Cresswell, S. L., & Eklund, R. C. (2006a). The nature of player burnout in rugby: Key characteristics and attributions. Journal of Applied Sport Psychology, 18, 219–239. https://doi.org/10.1080/10413200600830299
Curran, T., Hill, A. P., Hall, H. K., & Jowett, G. E. (2014). Perceived coach behaviors and athletes' engagement and disaffection in youth sport: The mediating role of the psychological needs. International Journal of Sport Psychology, 45(6), 559-580. http://doi.org/10.7352/IJSP2014.45.559
Goodger, K., Gorely, T., Lavallee, D., & Harwood, C. (2007). Burnout in Sport: A Systematic Review, The Sport Psychologist, 21(2), 127-151. http://dx.doi.org/10.1123/tsp.21.2.127
Gould, D., Tuffey, S., Udry, E., & Loehr, J. (1996). Burnout in competitive junior tennis players: I. A quantitative psychological assessment. The sport psychologist, 10(4), 322-340. https://doi.org/10.1123/tsp.10.4.322
Gould, D., & Whitley, M. A. (2009). Sources and consequences of athletic burnout among college athletes. Journal of Intercollegiate Sports, 2, 16-30. https://doi.org/10.1123/jis.2.1.16
Gustafsson, H., DeFreese, J. D., & Madigan, D. J. (2017). Athlete burnout: Review and recommendations. Current Opinion in Psychology, 16, 109-113. https://doi.org/10.1016/j.copsyc.2017.05.002
Gustafsson, H., Kenttä, G., & Hassmén, P. (2011). Athlete burnout: An integrated model and future directions. International Review in Sport and Exercise Psychology, 4, 3–24. https://doi.org/10.1080/1750984X.2010.541927
Hsiao, C. H., & Wang, F. J. (2020). Proactive personality and job performance of athletic coaches: organizational citizenship behavior as mediator. Palgrave Communications, 6(1), 1-8. https://doi.org/10.1057/s41599-020-0410-y
Isoard-Gautheur, S., Guillet-Descas, E., & Lemyre, P.-N. (2012). A prospective study of the influence of percieved coaching style on burnout propensity in high level young athletes: Using a self-determination theory perspective. The Sport Psychologist, 26, 282-298. https://doi.org/10.1123/tsp.26.2.282
Isoard-Gautheur, S., Trouilloud, D., Gustafsson, H., & Guillet-Descas, E. (2016). Associations between the perceived quality of the coach–athlete relationship and athlete burnout: An examination of the mediating role of achievement goals. Psychology of Sport and Exercise, 22, 210-217. https://doi.org/10.1016/j.psychsport.2015.08.003
Kong, L. N., Yang, L., Pan, Y. N., & Chen, S. Z. (2021). Proactive personality, professional self-efficacy and academic burnout in undergraduate nursing students in China. Journal of Professional Nursing, 37(4), 690-695. https://doi.org/10.1016/j.profnurs.2021.04.003
Mageau, G. A., & Vallerand, R. J. (2003). The coach-athlete relationship: a motivational model. Journal of Sports Sciences, 21, 883-904. https://doi.org/10.1080/0264041031000140374
Parker, S. K., & Sprigg, C. A. (1999). Minimizing strain and maximizing learning: The role of job demands, job control, and proactive personality. Journal of Applied Psychology, 84(6), 925-939. http://dx.doi.org/10.1037/0021-9010.84.6.925.
Parker, S. K., Williams, H. M., & Turner, N. (2006). Modeling the antecedents of proactive behavior at work. Journal of Applied Psychology, 91(3), 636-652. https://doi.org/10.1037/0021-9010.91.3.636
Pelletier, L.G., Fortier, M.S., Vallerand, R.J., & Brière, N.M. (2001). Associations among perceived autonomy support, forms of self-regulation, and persistence: A prospective study. Motivation and Emotion, 25, 279–306. http://dx.doi.org/10.1023/A:1014805132406
Perreault, S., Gaudreau, P., Lapointe, M.-C., & Lacroix, C. (2007). Does it take three to tango? Psychological need satisfaction and athlete burnout. International Journal of Sport Psychology, 38(4), 437–450.
Raedeke, T. D. (1997). Is athlete burnout more than just stress? A sport commitment perspective. Journal of sport and exercise psychology, 19(4), 396-417. https://doi.org/ 10.1123/jsep.19.4.396
Raedeke TD, Lunney K, Venables K. (2002). Understanding athlete burnout: coach perspectives. Journal of Sport Behavior, 25, 181–206.
Raedeke TD, Smith AL. (2001). Development and preliminary validation of an athlete burnout measure. Journal of Sport and Exercise Psychology, 23(4), 281–306. https://doi.org/10.1123/jsep.23.4.281
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78. http://doi.org/ doi:10.1037/0003-066X.55.1.68
Schmidt, G. W., & Stein, G. L. (1991). Sport commitment: A model integrating enjoyment, dropout, and burnout. Journal of Sport and Exercise Psychology, 13(3), 254-265. https://doi.org/10.1123/jsep.13.3.254
Seibert, S. E., Crant, J. M., & Kraimer, M. L. (1999). Proactive personality and career success. Journal of Applied Psychology, 84(3), 416. https://doi.org/10.1037/0021-9010.84.3.416
Silva, J.M. (1990). An analysis of the training stress syndrome in competitive athletics. Journal of Applied Sport Psychology, 2, 5-20. https://doi.org/10.1080/10413209008406417
Smith, R. E. (1986). Toward a cognitive-affective model of athletic burnout. Journal of Sport Psychology, 8(1), 36-50. https://doi.org/10.1123/jsp.8.1.36
Teixeira, P. J., Carraça, E. V., Markland, D., Silva, M. N., & Ryan, R. M. (2012). Exercise, physical activity, and self-determination theory: a systematic review. International Journal of Behavioral Nutrition and Physical Activity, 9(1), 1-30. https://doi.org/ 10.1186/1479-5868-9-78
Weinberg, R. S., & Gould, D. (1999). Foundations of Sport and Exercise Psychology. Champaign, IL: Human Kinetics.
Zhu, Y., He, W., & Wang, Y. (2017). Challenge–hindrance stress and academic achievement: Proactive personality as moderator. Social Behavior and Personality: an international journal, 45(3), 441-452. https://doi.org/10.2224/sbp.5855