目的：本研究主要之目的是以跨情境模式為主要的研究架構，探討在體育課情境與休閒運動情境之教師自主支持、體育課動機、休閒運動動機、態度、主觀規範、知覺行為控制、意圖與行為之間的關係，並依照理論、過去實證研究結果以及邏輯推演試圖建構一個新的跨情境模式。方法：研究對象為410位國中學生，平均年齡為13.93歲，共施測三次、為期六週，分別填寫教師自主支持、體育課動機、休閒運動動機、態度、主觀規範、知覺行為控制、意圖與行為之量表。以結構方程模式進行徑路分析及整體適配度評鑑。結果：在預測路徑方面，休閒運動動機以及主觀規範對意圖之預測未達顯著，其餘假設之路徑皆達顯著。整體適配度方面，全部的適配度指標中有一半達到適配的標準，其中χ2 = 982.96，p > .05、χ2 /df = 2.88、CFI = .91、GFI = .85、RMSEA = .07。結論：本研究提出之跨情境假設模式得到研究結果的支持。國中學生休閒運動動機對意圖的影響只會透過態度與知覺行為控制，而不會透過主觀規範。

Purposes: The main purpose of this study was to test the motivational sequence in which perceived autonomy support predicts motivation in physical education, in turn, predicts motivation, attitude, subjective norm, perceived behavioral control, intention and behavior in leisure-time physical activity. According to theoretical-based perspectives and past research results, we conducted an analysis to test a modified version of the Trans-contextual Model that we proposed. Methods: Participants were 410 junior-high pupils, age = 13.93, students were administered eight scales, including perceived teacher’s autonomy support, motivation in PE class, motivation in leisure-time physical activity, attitude, subjective norm, perceived behavioral control, intention and behavior. Path analysis and the evaluation of goodness-of-fit were used. Results: Good-fitting path-analytic model supported the main hypotheses of the modified version of the Trans-contextual Model, although the relationships between motivation in leisure-time physical activity, subjective norm and intention were not significant. Conclusions: The findings supported the modified version of the Trans-contextual Model. The effect of motivation in leisure-time physical activity on intention were mediated by attitude and perceived behavioral control.

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