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研究生: 陳志義
論文名稱: 體育課學生目標取向﹑知覺動機氣候與常規管理之相關研究
The relationships of goal perspectives, perceieved motivational climate and discipline in physical education lessons
指導教授: 闕月清
Keh, Nyit-Chin
學位類別: 碩士
Master
系所名稱: 體育學系
Department of Physical Education
論文出版年: 2000
畢業學年度: 88
語文別: 中文
論文頁數: 113
論文種類: 學術論文
相關次數: 點閱:144下載:36
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  • 本研究的目的在探討體育課學生目標取向與遵守常規理由、知覺動機氣候與教師常規管理策略之間的關係。研究課題分為:一、編製體育課「學生遵守常規理由量表」與「知覺教師常規管理策略量表」,作為主要的研究工具,並考驗其信度、效度。二、探討學生遵守常規理由與知覺教師常規管理策略之間的關係。三、探討目標取向與學生遵守常規理由之間的關係。四、探討知覺動機氣候與知覺教師常規管理策略之間的關係。受試者為屏東縣內的國小五、六年級的學童共993名,年齡平均為12.93 ± 0.77歲。
    本研究的結果顯示:
    (一)經探索性因素分析與信度分析處理後發現:體育課「學生遵守常規理由量表」與「知覺教師常規管理策略量表」有不錯的效度與內部一致性。
    (二)經皮爾遜積差相關分析處理後發現:體育課學生遵守常規理由與知覺教師常規管理相類似的策略呈正相關。
    (三)經典型相關分析法處理後發現:學生工作目標取向與遵守常規理由之「內在」、「定義」等理由呈正相關與「無理由」呈負相關。學生自我目標取向與遵守常規理由之「投入」、「外在」和「無理由」呈正相關。
    (四)經典型相關分析處理後發現:學生所知覺的工作取向動機氣候與教師常規管理策略之「內在」、「定義」等自我決定策略呈正相關;學生所知覺的「自我取向」動機氣候與教師常規管理策略之「投入」、「外在」和「無作為」等策略呈正相關。
    根據研究結果,體育教師於教學中若要有好的教學常規,本研究建議:
    一、應強化學生的工作目標取向,來增強學習的動機;二、在動機氣候的塑造方面,宜使用讓學生有自我決定的常規管理策略,積極塑造工作取向氣候。同時本研究亦對未來的研究方向提出建議。

    關鍵詞:體育教學、常規管理、目標取向、自我決定、知覺動機氣候。

    The purpose of this study was to examine the relationships among goal orientations, perceived motivation climate, reasons for discipline, and perceived teacher’s strategies to sustain discipline in physical education lessons. Nine hundred and ninety-three elementary school students responded to questionnaires assessing the aforementioned variables. Average age of subjects was 12.92 ± 0.77. The following conclusions were derived:
    1、The results of exploratory factor analyses and reliability analyses indicated that the Reasons for Discipline Scale(RDS) and the Strategies to Sustain Discipline Scales(SSDS) demonstrated acceptable construct validity and internal consistency.
    2、The results of simple correlation analyses indicated that reasons for discipline were positively related to similar perceptions of perceived teacher’s strategies to sustain discipline in physical education lessons.
    3、The results of a canonical correlation analysis exhibited that task orientation was positively associated with intrinsic and identified(self-determined) reasons for discipline and negatively related to no reason for discipline. In contrast, ego orientation was positively associated with introjected, external, and no reasons for discipline.
    4、The results of a canonical correlation analysis exhibited that the perception of a task-involving climate was positively related to perceptions of teaching strategies promoting reasons for discipline by intrinsic, identified strategies. On the contrary, ego-involving climate was positively associated with introjected, external, and indifference to sustain discipline in the class.
    Based on the results of the study, it is suggested that physical education teachers who have more orderly classes should strengthen the task orientation of students to enhance learning motivations of students and adopt teaching strategies promoting reasons for discipline determined by the student to create positive task-involving climate and avoid constructing ego-oriented climate. Future research directions within the scope of related study are discussed.

    Key words:physical education teaching, discipline, goal perspectives,
    self-determined, perceived motivation climate

    口試委員與所長簽字證書………………………………………….I 授權書………………………………………………………………..II 中文摘要……………………………………………………………..III 英文摘要……………………………………………………………..IV 謝誌…………………………………………………………………..V 目次…………………………………………………………………..VI 第壹章 緒 論 第一節 問題背景…………………………………………………2 第二節 研究目的與研究課題 ………………………………….4 第三節 研究問題………………………………………………..5 第四節 研究的必要性……………………………………………6 第五節 研究範圍與限制…………………………………………7 第六節 名詞解釋…………………………………………………7 第貳章 理論基礎與文獻探討 第一節 目標取向理論 一、 目標取向理論………..………………………………10 二、 目標取向理論與學習動機之激發…………………..14 第二節 認知評量理論…………………………………………17 第三節 有效體育教學與常規管理……………………………19 一、 有效體育教學…………………………………….….19 二、 常規管理………………………….………………….22 三、 體育教學的常規管理技術…………………………..23 四、 Hellison責任發展階層………………………….…..27 第四節 目標取向與學生遵守常規理由……….………….……30 第五節 知覺動機氣候與知覺教師常規管理策略……………..35 第六節 研究假設…………………………….……………..….39 第參章 研究方法與步驟 第一節 研究設計的概念架構與流程………………….……….40 一、 研究設計概念架構 …….…….…………….………..41 二、 研究流程 ………………….………………….……….42 第二節 研究方法……….…………..…………...…….……...43 第三節 預 試...……………….……………..………..…….43 一、 運動目標取向量表的預試………….…….….….…….43 二、 體育課學生遵守常規理由量表的預試……….….….…47 三、 知覺教師常規管理策略量表的預試…………….………50 四、 體育課學習與表現量表的預試………………….………54 第四節 正式調查………………………………………………….58 第肆章 結果分析與討論 第一節 體育課「學生遵守常規理由量表」的因素分析…………62 第二節 知覺教師常規管理策略量表的因素分析…………..……64 第三節 體育課學生遵守常規理由與知覺常規管理策略的皮爾 遜積差相關分析…………………………………..…….65 第四節 目標取向與學生遵守常規理由的典型相關分析……...69 第五節 知覺動機氣候與知覺教師常規管理策略的典型相 關分析…………………………………………..……….73 第伍章 結論與建議 第一節 結 論……….……………………………..……….…80 第二節 建 議………….……………………………..……….81 【參考文獻】……………………………………………………….85 附 錄 附錄一 運動目標取向量表初稿………………………………...92 附錄二 體育課學生遵守常規理由量表初稿………………..….94 附錄三 知覺教師常規管理策略量表初稿…………………..….98 附錄四 體育課學習與表現量表初稿………………………..…102 附錄五 抽取樣本校名與班級數人數統計表 .…………….……104 圖表次目錄 圖 次 圖2-1 CET自我決定向度 ……………………………………….18 圖2-2 Hellison責任發展階層圖 ……………………………..28 圖3-1 研究設計概念架構圖……………………………………..41 圖3-2 研究流程圖 …………………………………………….…42 表 次 表2-1 體育課學生管理觀察系統之類目定義及舉例一覽表…..24 表2-2 中學體育教師的學生管理技巧 ………………………….26 表2-3 目標取向與內在動機相關研究一覽表……………………33 表2-4 知覺動機氣候相關研究一覽表.………………………...37 表3-1 運動目標取向量表的因素分析結果……………………..46 表3-2 體育課學生遵守常規理由量表預試因素分析摘要表…..49 表3-3 體育課學生遵守常規理由量表預試分量表與總量表之 信度…………………………………………………………50 表3-4 知覺教師常規管理策略量表預試因素分析摘要表……..53 表3-5 知覺教師常規管理策略量表預試分量表與總量表 之信度……………………………………………………..54 表3-6 體育課學習與表現量表預試因素分析摘要表…………..56表3-7 體育課學習與表現量表預試分量表與總量表之信度……57 表4-1 RDS與SSDS分量表間之平均數(M)、標準差(SD)、 Cronbachα和皮爾遜積差相關矩陣 ……………………65 表4-2 學生目標取向與學生遵守常規理由之間的典型相關…..70 表4-3 知覺動機氣候與知覺教師常規管理策略間的典型相關..74

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