簡易檢索 / 詳目顯示

研究生: 劉建廷
Jan-ting Liu
論文名稱: 青少年身體活動參與和身體自我概念之關聯
Correlation between Physical Activity Participation and Physical Self-concept in Adolescence
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: 2007
畢業學年度: 95
語文別: 中文
論文頁數: 56
中文關鍵詞: 身體活動身體自我概念青少年
英文關鍵詞: physical activity, physical self-concept, adolescence
論文種類: 學術論文
相關次數: 點閱:244下載:45
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
  • 青少年身體活動參與和身體自我概念之關聯

    日期: 2007年6月 研 究 生:劉建廷
    指導教授:卓俊伶

    摘 要

    身體活動參與可以提升身體知覺及身體自我概念,在身體活動參與時對自己產生信心,便會持續參與身體活動,並為身體活動所吸引。研究以台中縣 277 名國中學生(平均年齡14.42 ± 0.40歲)為研究參與者,探討青少年身體活動參與和身體自我概念的關聯及兩者間之差異情形。使用「身體活動參與量表」及「身體自我概念量表」為研究工具。所得資料以描述性統計、皮爾遜積差相關及獨立樣本t考驗等統計方法進行分析,發現:(一)身體活動參與程度有顯著的性別差異,男性相較於女性有較高的身體活動參與程度。(二)身體自我概念、外表/狀況的身體自我概念及體能的身體自我概念,有顯著的性別差異存在,男性擁有比女性高的身體自我概念。(三)身體活動參與和身體自我概念、外表/狀況的身體自我概念及體能的身體自我概念的相關性呈顯著正向關係。(四)不同身體活動參與程度青少年的身體自我概念、外表/狀況身體自我概念及體能身體自我概念,有顯著的性別差異存在,高身體活動參與者有較高的身體自我概念。根據結果,本研究的結論是(一)身體活動參與程度有性別差異。(二)身體自我概念有性別差異。(三)身體活動參與程度和身體自我概念有正向關聯性。(四)不同身體活動參與程度青少年的身體自我概念有差異。

    關鍵詞:身體活動、身體自我概念、青少年

    Correlation between Physical Activity Participation and Physical Self-concept in Adolescence
    Master’s Thesis, 2007 Jan-ting Liu
    Advisor: Hank Junling Jwo, Ph.D.
    Abstract
    Physical activity participation promotes physical perception and physical self-concept. Once having confidence in physical activity, people will keep participating in physical activity and be attracted by it. Participants were 277 junior high school students (mean age 14.42±0.40) in Taichung county. The study was designed to examine the correlation and gender differences between physical activity and physical self-concept in adolescence. Physical Activity Questionnaire and Physical Self-concept Questionnaire were completed by all participants. The collected data, which were analyzed by Pearson Product Moment correlation and t-tests revealed that: (1) There were gender differences in physical activity participation. The male had higher physical activity participation than the female. (2) There were gender differences in physical self-concept, appearance/condition, and physical ability physical self-concept. The male had higher physical self-concept than the female. (3) Physical activity participation was positively correlated with physical self-concept, appearance/condition and physical ability self-concept. (4) There were differences among physical self-concept in different physical activity participation levels. Higher physical activity participants had higher physical self-concept. According to the results, it can be concluded that: (1) There were gender differences in physical activity participation. (2) There were gender differences in physical self-concept, appearance/ condition and physical ability self-concept. (3) Physical activity participation was positively correlated with physical self-concept. (4) There were differences among physical self-concept in different physical activity participation levels.

    Key words: physical activity, physical self-concept, adolescence

    目 次 頁次 口試委員與系主任簽字證書...........................................................................i 授權書..............................................................................................................ii 中文摘要.........................................................................................................iii 英文摘要.........................................................................................................iv 謝誌..................................................................................................................v 目次.................................................................................................................vi 表次.................................................................................................................ix 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..…………………………………………....…4 第四節 名詞解釋………………..……………………….…………...…5 第五節 研究的重要性…….…………………..…………………...……6 第貳章、文獻探討….…..…………………………..….....…………...8 第一節 身體活動參與的效益...……………………...………..……......8 第二節 自我概念與身體自我概念..…………………..….……………10 第三節 身體活動參與和身體自我概念的關聯 …….…..……………12 第四節 文獻探討小結 .……………………………………..…………16 第五節 研究假說...………………………………………………..……16 第參章、研究方法與步驟..…..………………………..…….….....17 第一節 研究對象...…………………………………..…..……………..17 第二節 研究工具與方法……………………...…..….………………...17 第三節 研究流程...…………………………………..…………………20 第四節 資料處理與分析..………………..………………………….…21 第肆章、結果………………………......................................................22 第一節 參與者的基本資料分析…………………….............................22 第二節 不同性別青少年的身體活動參與程度比較...………...……...26 第三節 不同性別青少年在身體自我概念上的比較…...………...…...27 第四節 青少年身體活動參與和身體自我概念的關係比較…...…......32 第五節 不同身體活動參與程度青少年的身體自我概念之比較….....33 第伍章、討論..….……………………………………………….……..40 第一節 青少年身體活動參與程度的性別差異......…………....……...40 第二節 青少年身體自我概念的性別差異……...……………………..41 第三節 青少年身體活動參與和身體自我概念間的關係……….........42 第四節 不同身體活動參與程度青少年的身體自我概念之差異….....43 第陸章、結論與建議………………………………………………...45 第一節 結論…………………………………………………………….45 第二節 建議……………………………………………………...……..46 引用文獻..………………………………..………………...…….……....47 中文部分…………………………………………………..……..…….....47 英文部分…………………………….…………………..…….………….48 附錄………………………………….…………………..……………...….52 附錄一 參與者須知及家長(監護人)同意書....………………….....53 附錄二 基本資料…………………………....……………………...…..54 附錄三 身體自我概念量表..….……………………………..…………55 附錄四 量表使用同意書……..….…………………..………………....56

    引用文獻
    中文部分

    李明憲(1998)。國小、國中生體能活動、健康體能相關影響因素之調查研究—花蓮縣
    宜昌國小、國中為例。未出版碩士論文,國立台灣師範大學,台北市。

    吳貴琍(2004)。太極拳運動對中老年人抗氧化能力的影響。未出版碩士論文,國立體
    育學院體育研究所,桃園縣。

    林岑怡(2005)。有氧舞蹈參與者身體自我概念、參與動機及健身運動承諾對運動參與
    行為之影響。未出版碩士論文,國立體育學院體育研究所,桃園縣。

    林秀慧(1995)。運動與身體自我概念之關係。學校體育雙月刊,5(1),21-25。

    林麗娟(2005)。身體活動與腦血管疾病。成大體育,38(1),15-21。

    卓俊伶(2005)。美國政府對身體活動促進的觀點與作法。國民體育季刊,34(1),76-81。

    信世傑(2003)。台北市國小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,臺北市立體育學院,臺北市。

    吳裕益、侯雅齡(民89)。國小兒童自我概念量表(指導手冊)。臺北市:心理。

    許吉越(2002)。不同段級及訓練時間對女性柔道選手身體自我概念之比較研究。
    未出版碩士論文,朝陽大學,臺中縣。

    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,臺北市。

    張春興(1991)。張氏心理學辭典。臺北市:東華。

    張春興(1996)。教育心理學。臺北市:東華。

    陳彥宏(2000)。不同體育課程模式對兒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。

    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,
    2-22。

    陳鵬仁(2005)。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。未出版碩士論文,國立臺灣師範大學,臺北市。

    莊燕山(2004)。健走運動對國小高年級肥胖學童健康體適能及身體自我概念影響之研
    究。未出版碩士論文,國立體育學院體育研究所,桃園縣。

    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,
    國立體育學院體育研究所,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。

    曾慧桓(2002)。國小運動代表隊與非代表隊身體自我概念及自我概念之差異與關係研
    究。未出版碩士論文,國立體育學院體育研究所,桃園縣。

    劉季諺、劉建恆(2003)。大專生運動參與頻率及自覺運動強度對身體自我概念之影響。
    大專體育學刊,5(2),111-120。

    顏素珍(2004)。身體活動量對使用可邁丁患者INR的影響。未出版碩士論文,國立體
    育學院體育研究所,桃園縣。

    英文部分

    Albinson, J. G. (1974). Life style of physically active and physically inactive college males. International Journal of Sport Psychology, 5, 93-101.

    American College of Sports Medicine. (2000). ACSM’s guidelines for exercise testing and prescription. Philadedelphia: Lippincott Willams & Wilkins.

    Bandura, A. (1986). Social foundation of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

    Blair, S. N. (1995). Physical activity, fitness, and coronary heart disease. In C. Bounchard, R. J. Shepherd, & T. Stephens (Eds.), Physical activity, fitness, and health: International proceedings and consensus statement ( pp. 579-590). Champaign, IL: Human Kinetics.

    Caspersen C. J., Powell, K. E., & Christenson, G. M. (1985). Physical activity, exercise, and physical fitness: Definitions and distinctions for health-related research. Public Health Report, 100, 126-131.

    Cohen, J. (1992). A power primer. Psychological bulletin, 112(1), 155-159.

    Erikson, E. H. (1963). Childhood and society (2nd ed.). New York: Norton.

    Fox, K. R. (1987). Physical self-perceptions and exercise involvement. Unpublished doctoral dissertation, Arizona State University, Tempe, AZ.

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

    Harter, S. (1990). Self and identity development. In S. S. Feldman & G. R. Elliot (Eds.), At the threshold: The developing adolescent, (pp. 352-387). Cambridge, MA: Harvard University Press.

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

    Kahneman, D., Diner, E., & Schwarz, N. (Eds.). (1999). Well-being: The foundation of hedonic psychology. New York: Russell Sage Foundation.

    King, A. C., Blair, S. N., Bild, R. K., Dishman, R., Dubbert, P. M., Marcuse, B. M., Oldrigde, N. B., Paffenbarger, R. S., Powell, K. E., & Yeager, K. K. (1992). Determinants of physical activity and intervention sinadults. Medicine and Science in Sport and Exercise, 24, 221-136.

    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. (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. (1993a). Academic self-concept: Theory, measurement, and research. In J. Suls (Ed.), Psychological perspectives on the self ( pp. 59-88). Hillsdale, NJ: Erlbaum.

    Marsh, H. W. (1993b). The multidimentional structure of physical fitness: Invariance over gender and age. Research Quarterly for Exercise and Sport, 64(3), 256-273.

    Marsh, H. W., & Perry C. (2005). Self-concept contributed to winning gold medals: casual ordering of self-conept and elite swimming performance. Journal of Sport and Exercise Psychology, 27, 71-91.

    McAuley E., & Jacobson, L. (1991). Self-efficacy and exercise participation insedentary adult females. American Journal of Health Promotion, 5(3), 185-191.

    Pate, R. R., Pratt, M., & Blair, S. N. (1995). Physical activity and public health: A recommendation from the Centers for Disease Control and Prevention and the American College of Sports Medicine. Journal of the American Medical Informatics Association, 273, 402-407.

    Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Prentice Hall.

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

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

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

    U. S. Department of Health and Human Services. (1991). Healthy people 2000: National health promotion and disease prevention objectives. Washington DC: U. S. Government Printing Office.

    U. S. Department of Health and Human Services. (1996). Physical activity and health: A report of the Surgeon General. Atlanta, GA: U.S. Department of Health and Human Services, Centers for Disease Control and prevention.

    Willis, J. D., & Campbell, L. F. (1992). Exercise psychology. Champaign, IL: Human Kinetics.

    QR CODE