簡易檢索 / 詳目顯示

研究生: 陳鵬仁
Peng Jen Chen
論文名稱: 晚期兒童身體活動量,同儕關係與身體自我概念關聯:競技運動參與及性別差異
Association of Physical Activity Level, Peer Relation, and Physical Self-concept in Later Childhood: Sport Participation and Gender Differences
指導教授: 卓俊伶
Jwo, Jun-Ling
學位類別: 碩士
Master
系所名稱: 體育學系
Department of Physical Education
論文出版年: 2006
畢業學年度: 94
語文別: 中文
論文頁數: 68
中文關鍵詞: 身體活動量身體自我概念同儕關係
英文關鍵詞: physical activity level, physical self-concept, peer relation
論文種類: 學術論文
相關次數: 點閱:418下載:74
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 晚期兒童身體活動量、同儕關係與身體自我概念關聯:
    競技運動參與及性別差異
    研 究 生:陳鵬仁
    指導教授:卓俊伶
    日期:2006年6月
    摘 要
    「身體活動心理模式」(Psychological Model for Physical Activity) 指出個體對於身體能力的知覺將會促進從事身體活動的吸引力,反映身體活動持續參與情形。本研究以晚期兒童為研究對象,探討身體活動量、同儕關係與身體自我概念關聯以及競技運動參與和性別差異。以立意取樣的方式,選取12個班級共367名國小學童(平均年齡11.9 ± 0.5歲)。使用「國小學童身體活動量問卷」、「兒童身體自我概念量表」與「社交測量地位指數」為研究工具。研究結果以皮爾遜積差相關及獨立樣本t考驗進行統計分析,發現:(一)晚期兒童身體活動量與整體性身體自我概念有正向關聯,並與其分量:「柔軟度」、「耐力」、「外表」、「彈性」及「力量」呈正相關,但與「肥胖」呈負相關;(二)晚期兒童的身體活動量與整體性身體自我概念有性別差異,其中,「耐力」、「外表」與「力量」三個分量,男生大於女生且具有差異性,女生在「柔軟度」與「肥胖」的得分比男生高,但不具差異性;(三)參與競技運動的晚期兒童身體活動量、同儕關係與整體性身體自我概念高於未參與競技運動的兒童,且具有差異性;(四)高身體活動量晚期兒童身體自我概念高於低身體活動量的兒童,且具有差異性。因此,本研究結論為:身體活動量高的晚期兒童,個人的身體自我概念較高;男性晚期兒童的身體活動量與身體自我概念相對高於女性;參與競技運動的晚期兒童身體活動量、身體自我概念與同儕關係高於未參與競技運動的兒童。

    關鍵詞:身體活動量、身體自我概念、同儕關係

    Association of Physical Activity Level, Peer Relation, and Physical Self-concept in Later Childhood: Sport Participation and Gender Differences

    Master’s Thesis, 2006 Peng-jen Chen
    Advisor: Hank Junling Jwo, Ph.D.

    Abstract
      Psychological Model for Physical Activity suggests the individual perception of physical capability can promote attraction of physical activity and reflects constant physical activity participation. This study was designed to examine the association of physical activity level, peer relation, and physical self-concept with sport participation and gender differences in later childhood. Three hundred and sixty-seven children in twelve grades were purposive sampled, whose average age were 11.9 ± 0.5 years. Physical Activity Questionnaire, Index of Sociometric Status Score, and Physical Self-concept Inventory were completed by all participants. The collected data were analyzed by Pearson Product Moment correlation and t-tests. The results showed that: (1) The physical activity level in later childhood was positively correlated with the physical self-concept, and the item of flexibility, endurance, appearance, and strength. However, the physical activity level was negatively correlated with fatness; (2) There were general significantly among the physical activity level and physical self-concept in later childhood. Boys had higher endurance, appearance, and strength than that of girls. Girls had higher scores in flexibility and fatness but no significant difference was found; (3) Significant difference was found among physical activity level, peer relation, and physical self-concept in later childhood with sport participation; (4) Significant difference was found that in later childhood with higher physical activity level had batter physical self-concept than ones with lower physical activity level. Therefore, it was concluded that, in later childhood with higher physical activity level had higher physical self-concept, boys had higher physical activity level and physical self-concept than girls in later childhood, and the later childhood with sport participation than ones without sport participation in physical activity level, peer relation, and physical self-concept.

    Key words:physical activity level, physical self-concept, peer relation

    目 次 頁次 授權書……………………………………………………………………… i 口試委員與系主任簽字證書……………………………………………… iii 中文摘要…………………………………………………………………… iv 英文摘要…………………………………………………………………… v 謝誌………………………………………………………………………… vi 目次………………………………………………………………………… vii 表次………………………………………………………………………… x 第壹章 緒論……………………………………………………………… 1 第一節 問題背景……………………………………………………… 1 第二節 研究問題……………………………………………………… 4 第三節 研究假定與限制……………………………………………… 5 第四節 名詞解釋……………………………………………………… 5 第五節 研究重要性…………………………………………………… 7 第貳章 理論基礎與文獻探討…………………………………………… 8 第一節 自我概念的階層模式………………………………………… 8 第二節 身體自我概念的研究………………………………………… 11 第三節 同儕關係的重要性…………………………………………… 14 第四節 身體活動與身體自我概念的關係…………………………… 16 第五節 本研究的假說………………………………………………… 19 第參章 研究方法與步驟………………………………………………… 21 第一節 研究對象……………………………………………………… 21 第二節 研究工具與方法……………………………………………… 21 第三節 研究流程與步驟……………………………………………… 25 第四節 資料處理與分析……………………………………………… 25 第肆章 結果……………………………………………………………… 27 第一節 參與者背景及各項因素檢測資料…………………………… 27 第二節 晚期兒童身體活動量、身體自我概念 與同儕關係之相關性………………………………………… 29 第三節 不同性別晚期兒童身體活動量與身體自我概念之比較…… 30 第四節 不同身體活動參與程度晚期兒童的身體活動量、 同儕關係與身體自我概念之比較…………………………… 33 第伍章 討論……………………………………………………………… 38 第一節 晚期兒童的身體活動量、身體自我概念 與同儕關係間的意義………………………………………… 38 第二節 晚期兒童身體活動量與身體自我概念的性別差異………… 40 第三節 不同身體活動參與程度晚期兒童的身體自我概念 與同儕關係的差異…………………………………………… 42 第陸章 結論與建議……………………………………………………… 44 第一節 結論…………………………………………………………… 44 第二節 建議…………………………………………………………… 45 引用文獻…………………………………………………………………… 46 中文部分……………………………………………………………… 46 英文部分……………………………………………………………… 49 附錄 附錄一:研究參與者須知及家長(監護人)同意書……………… 57 附錄二:國小學童身體活動量問卷………………………………… 58 附錄三:兒童身體自我概念量表…………………………………… 65 表 次 頁次 表1 晚期兒童身體活動、社會地位指數 及身體自我概念之平均數、標準差………………………………… 28 表2 晚期兒童身體活動項目之平均數、標準差………………………… 28 表3 各變項間的皮爾森積差相關矩陣…………………………………… 29 表4 不同性別之晚期兒童身體活動量及 身體自我概念各分量之平均數、標準差…………………………… 32 表5 不同性別之晚期兒童 t 考驗摘要…………………………………… 32 表6 競技運動參與的晚期兒童身體活動量、 社交測量地位指數及身體自我概念之平均數、標準差…………… 35 表7 競技運動參與晚期兒童 t 考驗摘要表……………………………… 35 表8 不同身體活動量晚期兒童身體自我概念 及社交測量地位指數平均數、標準差……………………………… 37 表9 不同身體活動量晚期兒童 t 考驗摘要……………………………… 37

    引用文獻
    中文部分
    王俊杰、卓俊伶、彭國威 (2004)。晚期兒童身體活動量與立定跳遠動作型式及表現之關係。台灣運動心理學報,4,103-115。
    林秋霞 (2001)。新式健身操對國小肥胖學童健康體適能與身體自我概念影響之研究。未出版碩士論文,國立體育學院,桃園縣。
    侯雅齡 (1998)。自我概念理論新趨向:多向度階層化建構。輔導季刊,34,11-23。
    許建民 (1998)。休閒活動形式與國小學童知覺能力、自我概念關係之研究。未出版碩士論文,國立體育學院,桃園縣。
    許鋕誠 (2003)。國小高年級學童身體自我概念與運動參與行為之研究。未出版碩士論文,臺北市立師範學院,台北市。
    陳靜宜 (1997)。國小五年級學童性別、自我概念與人際關係相關之研究。傳習,15,1-20。
    陳鵬仁、卓俊伶 (2005)。兒童身體活動量與同儕關係。台灣運動心理學報,7,103-113。
    莊鵬輝 (1995)。兒童身體自我概念與體適能及其建構之相關研究。未出版碩士論文,國立體育學院,桃園縣。
    莊鵬輝、季力康 (1997)。兒童身體自我概念的編制:信度與效度的分析。體育學報,22,107-116。
    黃朗文 (2002,6月)。社會情境與青少年自我概念之發展。論文發表於中研院社會所主辦之「青少年生命歷程與生活調劑研討會」,台北。
    曾慧桓 (2002)。國小運動代表隊和非代表隊身體自我概念及自我概念之差異及相關研究。未出版碩士論文,國立體育學院,桃園縣。
    張春興 (2000)。張氏心理學辭典。台北市:東華。
    葉素汝 (1997)。大學生身體自我概念與運動參與之關係研究。未出版碩士論文,國立體育學院,桃園縣。
    葉連祺 (1996)。建構一種以互選關係為基礎的靶狀圖。國教學報,8,73-97。
    楊國樞 (1994)。發展心理學。台北市:桂冠。
    楊國樞 (1974)。小學與初中學生自我概念的發展及其相關因素。載於楊國樞、張春興(主編),中國兒童行為的發展(頁417-464)。台北:環宇。
    劉焜輝 (1999)。天馬式社交測量指導手冊。台北市:天馬。
    蔡佳靜 (2002)。國小學童出生序與社會興趣、自我概念之相關研究。未出版碩士論文,國立台北師範學院,台北市。

    英文部分
    Biddle, S. J. H., & Mutrie, N. (2001). Psychology of physical activity: Determinants, well-being and interventions. New York: Routledge.

    Blair, S. N., Clark, D. G., Cureton, K. J., & Powell, K. E. (1989). Exercise and fitness in childhood: Implications for a lifetime of health. In C. V. Gisolfi, & D. R. Lamb (Eds.), Perspectives in exercise science and sports medicine, Vol. 2. Youth, exercise and sport (pp. 401-430). New York: McGraw Hill.

    Blair, S. N., Haskell, W. L., Ho, P., Paffenbarger, R. S., Vranizan, K. M., Farquhar, J. W., & Wood, P. D. (1985). Assessment of habitual physical activity by a seven-day recall in a community survey and controlled experiments. American Journal of Epidemiology, 122, 794-804.

    Blair, S. N., Kohl , H. W., Barow, C. E., Paffenbarger, R. S., Gibbons, L. W., & Macera, C. A. (1995). Change in physical fitness and all-cause mortality. Journal of the American Medical Association, 273, 1093-1098.

    Bracken, B. A. (1992). Multidimensional self-concept scale. Austin, TX: Pro-Ed.

    Brehm, T. A., & Iannotta, J. G. (1998). Women and physical activity: Active lifestyles enhance health and well-being. Journal of Health Education, 29, 89-92.

    Bukowski, W. M., Gauze, C., Hoza, B., & Newcomb, A. F. (1993). Differences and consistency between same-sex and other-sex peer relationships during early adolescence. Developmental Psychology, 29, 253-263.

    Byrne, B. M. (1988). The self-description questionnaire III: Testing for equivalent factorial validity across ability. Educational and Psychological Measurement, 48, 297-406.

    Caspersen, C. J., Powell, K. E., & Christenson, G. M. (1985). Physical activity, exercise and physical fitness: Definition and distinctions for health related research. Public Health Report, 100, 131-146.

    Crocker, P. R. E., Bailey, D. A., Faulkner, R. A., Kowalski, K.C., & McGrath, R. (1997). Measuring general levels of physical activity: Preliminary evidence for the physical activity questionnaire for older children. Medicine and Science in Sport and Exercise, 29, 1344-1349.

    Dishion, T. J., Patterson, G. R., Stoolmiller, M., & Skinner, M. L. (1991). Family, school, and behavioral antecedents to early adolescent involvement with antisocial peers. Developmental Psychology, 27, 172-180.

    Dong, Q., Weisfeld, G., Boardway, R. H., & Shen, J. (1996). Correlates of social status among Chinese adolescents. Journal of Cross-Cultural Psychology, 27, 476-493.

    Dubber, P. (1992). Exercise in behavior medicine. Journal of Consulting Clinical and Psychology, 60, 613-618.

    Ellis, S., Rogoff, B., & Cromer, C. C. (1981). Age segregation in children’s social interactions. Developmental Psychology, 17, 399-407.

    Epstein, S. (1973). The self-concept revisited: One theory of a theory. American Psychologist, 28, 404-416.

    Estrada, A. M., Gelfand, D. M., & Hartman, D. P. (1988). Children's sport and the development of social behaviors. In F. L. Smoll, R. A. Magill, & M. J. Ash (Eds.), Children in sport (3rd ed.) (pp. 251-262). Champaign, IL: Human Kinetics.

    Feltz, D. L. (1986). The relevance of youth sports for clinical child psychology. The Clinical Psychologist, 39, 74-77.

    Fox, K. R. (1990). The Physical Self-Perception Profile manual. DeKalb, IL: Northern Illinois University Office for Health Promotion.

    Fox, K. R. (1997). The physical self and processes in self-esteem development. In K. Fox (Ed.), The physical self (pp. 111-139). Champaign, IL: Human Kinetics.

    Fox, K. R. (2000a). The effects of exercise on self-perceptions and self-esteem. In S. J. H. Biddle, K. R. Fox, & S. H. Boutcher (Eds.), Physical activity and psychological well-being (Vol. 13, pp. 81-118). London, UK: Routledge and Kegan Paul.

    Fox, K. R. (2000b). Self-esteem, self-perceptions and exercise. International Journal of Sport Psychology, 31, 228-240.

    Fox, K. R., & Corbin, C. B. (1989). The physical self-perceptions profile: Development and preliminary validation. Journal of Sport & Exercise Psychology, 11, 408-430.

    Frederick, C. M., & Grow,V. M. (1996). A mediational model of autonomy, self-esteem, and eating disordered attitudes and behaviors. Psychology of Women Quarterly, 20, 217-228.

    Gallahue, D. L., & Ozmun, J. C. (2002). Understanding motor development: Infants, children, adolescents, adults (5th ed.). New York: McGraw-Hill.

    Gabbard, C. P. (2004). Lifelong motor development (4th ed.). San Francisco: Pearson.

    Hagborg, W. J. (1993) Gender differences on Harter’s self-perception profile for adolescents. Journal of Social Behavior and Personality, 8, 141-148.

    Hagger, M. S., Ashford, B., & Stambulova, N. (1998). Russian and British children’s physical self-perceptions and physical activity participation. Pediatric Exercise Science, 10, 137-152.

    Hagger, M. S., Biddle, S. J. H., & Wang, C. K. (2005). Physical self-concept in adolescence: Generalizability of a multidimensional, hierarchical model across gender and grade. Educational and Psychological Measurement, 65, 297-322.

    Harter, S. (1983). Developmental perspectives on the self system. In P. H. Mussen (Ed.). Handbook of child psychology. New York: Wiley.

    Harter, S. (1996). Historical roots and contemporary issues involving self-concept. In B. A. Bracken (Ed.), Handbook of self-concept: Developmental, social, and clinical considerations (pp. 1-37). New York: Wiley.

    Hartup, W. W. (1996). The company they keep: Friendships and their developmental significance. Child Development, 67, 1-13.

    Hattie, J. (1992). Self-concept. Hillsdale, NJ: Lawrence Erlbaum.

    Heapes , R. A. (1978). Relating physical and psychological fitness: A psychological point of view. Journal of Sports Medicine and Physical Fitness, 18, 399-408.

    Kelder, S. H., Perry, C. L., Kleep, K. I., & Lytle, C. C. (1994). Longitudinal tracking of adolescent smoking, physical activity, and food choice behavior. American Journal of Public Health, 84, 1124-1126.

    Kirk, R. E. (1982). Experimental design: Procedures for the behavior science (2nd ed.). Pacific Grove, CA: Brooks/Cole.

    Langlois, J. H. (1986). From the eye of the beholder to behavioral reality: Development of social behaviors and social relations as a function of physical attractiveness. In C. P. Herman, M. P. Zanna, & E.T. Higgins (Eds.), The Ontario symposium: Physical appearance, stigma, and social behavior, 3, (pp. 23-51). Hillsdale, NJ: Lawrence Erlbaum.

    Marsh, H. W. (1987). The hierarchical structure of self-concept and the application of hierarchical confirmatory factor analysis. Journal of Educational Measurement, 24, 17-39.

    Marsh, H. W. (1989). Age and sex effects in multiple dimensions of self-concept: Preadolescence to early adulthood. Journal of Educational Psychology, 81, 417-430.

    Marsh, H. W. (1990). A multidimensional, hierarchical model of self-concept: Theoretical and empirical justification. Educational Psychology Review, 2, 77-172.

    Marsh, H. W. (1993). The multidimensional structure of physical fitness: Invariance over gender and age. Research Quarterly for Exercise and Sport, 64, 256-273.

    Marsh, H. W. (1996). Construct validity of physical self-description questionnaire responses: Relations to external criteria. Journal of Sport and Exercise Psychology, 18, 111-131.

    Marsh, H. W., Asci, F. H., & Tomas, I. M. (2002). Multitrait-multimethod analyses of two physical self-concept instruments: A cross- cultural perspective. Journal of Sport & Exercise Psychology, 24, 99-119.

    Marsh, H. W., Byrne, B. M., & Shavelson, R. J. (1988). A multifaceted academic self-concept : Its hierarchical structure and its relation to academic achievement. Journal of Educational Psychology, 80, 366-380.

    Marsh, H. W., & Peart, N. (1988). Competitive and cooperative physical fitness training programs for girls: Effects on physical fitness and on multidimensional self-concepts. Journal of Sport & Exercise Psychology, 10, 390-407.

    Marsh, H. W., Perry, C., Horsely, C., & Roche, L. (1995). Multidimensional self-concepts of elite athletes: How do they differ from the general population? Journal of Sport & Exercise Psychology, 17, 70-83.

    Marsh, H. W., & Redmayne, R. S. (1994). A multidimensional physical self-concept and its relations to multiple components of physical fitness. Journal of Sport and Exercise Psychology, 16, 43-55.

    Marsh, H. W., & Shavelson, R. (1985). Self-concept: Its multifaceted hierarchical structure. Educational Psychologist, 20, 107-123.

    McDavid, J. W., & Harari, H. (1966). Stereotyping of names and popularity in grade school children. Child Development, 37, 453-459.

    Moreno, J. L. (1953). Who shall survive? Foundations of sociometry, group psychotherapy and sociodrama. Beacon, NY: Beacon House.

    Paradise, A. W., & Kernis, M. H. (2002). Self-esteem and psychological well-being: Implications of fragile self-esteem. Journal of Social and Clinical Psychology, 21, 345-361.

    Payne, V. G., & Isaacs, L. D. (2002). Human motor development: A lifespan approach (5th ed.). Mountain View, CA: Mayfield.

    Preboth, M. (2002). Physical activity in infants, toddlers, and preschoolers. American Family Physician, 65, 1694-1695.

    Raudsepp, L., Liblik, R., & Hannus, A. (2002). Children’s and adolescent’s physical self-perceptions as related to moderate to vigorous physical activity and fitness. Pediatric Exercise Science, 14, 97-106.

    Roberts , G. C., & Duda, J. L. (1981). Motivation in sport: The mediating role of perceived ability. Journal of Sports Psychology, 6, 312-324.

    Rosenberg, M. (1986). Self-concept from middle childhood through adolescence, In J. Sulks, & A. G. Greenwald (Eds.), Psychological perspective on the self (pp.182-205). Hillsdale, NJ: Lawrence Erlbaum.

    Rubin, K. H., Bukowski, W., & Parker, J. G. (1998). Peer interactions, relationships, amd groups. In W. Damon, & N. Eisenberg (Eds.), Handbook of child psychology (5th ed., pp.619-700). New York: Wiley.

    Rubin, K. H., Coplan, R. J., Nelson, L. J., Cheah, C. S. L., & Lagace-Seguin, D. G. (1999). Peer Relationships in Childhood. In M. H. Bornstein & M. E. Lamb (Eds.), Developmental psychology: An advanced textbook (4th ed., pp.451-501). Mahwah, NJ: Lawrence Erlbaum.

    Sallis, J. F., & Owen, N. (1999). Physical activity and behavioral medicine. Thousand Oaks, CA: Sage.

    Shaffer, D. R. (2000). Social and personality development. Belmont, CA: Wadsworth.

    Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46, 407-441.

    Shephard, R. J. (1997). Relation of academic performance to physical activity and fitness in children. Pediatric Exercise Science, 13, 225-238.

    Sigelman, C. K., & Shaffer, D. V. (1995). Life-span human development. Stamford, CT: Thomson.

    Simmons, R. G., & Blyth, D. A. (1987). Moving into adolescence: The deviation of adolescents. New York: Harper and Row.

    Smoll, F. L. (1974). Motor impairment and social development. American Corrective Therapy Journal, 28, 4-7.

    Song, I. S., & Hattie, J. (1984). Home environment, self-concept, and academic achievement: A causal modeling approach. Journal of Educational Psychology, 76, 1269-1281.

    Sonstroem, R. J. (1978). Physical estimation and attraction scales: Rationale and research. Medicine and Science in Sports, 10, 97-102.

    Sonstroem, R. J., Harlow, L. L., & Josephs, L. (1994). Exercise and self-esteem: Validity of model expansion and exercise associations. Journal of Sport and Exercise Psychology, 16, 29-42.

    Thirer, J., & Greer, D. L. (1981). Personality characteristics associated with beginning, intermediate, and competitive bodybuilders. Journal of Sport Behavior, 4, 3-11.

    Tremblay, M. S., Inman, J. W., & Williams, J. D. (2000). The relationship between physical activity, self-Esteem, and academic achievement in 12-year-old children. Pediatric Exercise Science, 12, 312-324.

    Trost, S. G., Pate, R. R. Dowda, M., Saunder, R., & Felton, G. (1996). Gender differences in physical activity and determinants of physical activity in rural fifth grade children. Journal of School Health, 66, 145-150.

    U.S. Department of Health and Human Services. (1996). Physical activity and health: A report of the Surgeon General. Washington, DC: Author.

    U.S. Department of Health and Human Services. (1997). Healthy people 2010: National health promotion and disease prevention objectives. Washington, DC: Author.

    Vandell, D. L., & Hembree, S. E. (1994). Peer social status and friendship: Independent contributions to children’s social and academic adjustment. Merrill-Palmer Quarterly, 40, 461-477.

    van Vorst, J., Buckworth, J., & Mattern, C. (2002). Physical self-concept and strength changes in college weight training classes. Research Quarterly for Exercise and Sport, 73, 113-117.

    Vealey, R. S. (1986). Conceptualization of sport-confidence and competitive orientation: Preliminary investigation and instrument development. Journal of Sport & Exercise Psychology, 8, 221-246.

    Weiss, M .R., & Horn, T. S. (1990). The relation between children’s accuracy estimates of their physical competence and achievement-related characteristics. Research Quarterly for Exercise and Sport, 61, 250-258.

    Wilfley, D. E., & Kunce, J. T. (1986). Differential physical and psychological effects of exercise. Journal of Counseling Psychology, 33, 337-342.

    Yeung, A. S., Chui, H. S., Lau, I. C.Y., McInerney, D. M., & Russell-Bowie, D. (2000). Where is the hierarchy of academic self-concept? Journal of Educational Psychology, 92, 556-567.

    QR CODE