國中生體育課參與動機及其身體活動的探討
- 應用自我決定理論
摘 要
目的：以Deci and Ryan (1985) 提出的「自我決定理論」並結合行為改變階段為研究架構，探討九年級學生體育課參與的動機及其身體活動的相關因素。方法：以502名來自臺北市五所國民中學九年級學生為研究對象，以知覺心理因素量表、動機型態量表、身體活動問卷及行為結果量表為研究工具。所得資料以皮爾遜績差相關、卡方、逐步迴歸、線性迴歸及徑路分析進行分析。結果：(一)有效問卷共363份，研究參與者平均年齡15.08 ± 0.36歲 (男176名，女187名)，23.3%的研究對象從事規律的身體活動，男生規律運動的比例高於女生；74.1%的研究對象知覺學測壓力，女生知覺學測壓力比例高於男生；(二)知覺心理因素與動機自我決定程度呈顯著正相關；(三)動機自我決定程度與正向行為結果呈顯著正相關；與負向行為結果呈顯著負相關；(四)行為改變階段後期者其體育課動機自我決定程度顯著高於處於前期者；(五)心理因素滿足程度是動機自我決定程度的顯著預測因子；(六)動機自我決定程度可以有效預測行為結果；(七)心理因素滿足程度可透過動機影響行為結果。建議：(一)體育課程實施時重視學生的自主性、強調個別的進步與努力而不作同儕能力的比較，並且重視學生之間的同儕互動以利引發高度的身體活動參與動機，引發學生身體活動的參與；(二)應用自我決定理論針對不同情境與族群做進一步的比較與探討。

關鍵詞：自我決定理論、體育課、改變階段、身體活動、動機

A study of participating motivation in physical education and physical activity among junior high school students
- An application of Self-determination theory

abstract
Purpose: To look into the physical activity participating motivation of physical education and physical activity among ninth graders based on Self-determination theory (Deci & Ryan, 1985) across the Stages of Change. Five hundred and two ninth graders recruited from five junior high schools of Taipei city served as participants. Participants were requested to complete inventories assess perception of psychological factors, motivation types of physical education, and behavioral consequences. Chi-square analysis, Person’s correlations, linear regression, stepwise regression, and path-way analysis were used. Results: (1) 363 valid inventories were resumed. The average age of participants, was 15.08 ± 0.36 years (176 males and 187 females). 23.3% participants were engaged in regular physical activity and the rate of males was higher than that of females. 74.1% participants perceived stress from academic entrance examination and the rate of females was higher than that of males, (2) Perceived psychological factors were positively associated with the self-determined degree of motivation in PE, (3) Self-determined degree of motivation in PE was positively associated with positive behavioral consequences, and negatively associated with negative behavioral consequence, (4) The self-determined degree of motivation of the participants in later stages of behavioral change was higher than that of the participants in earlier stages, (5) The psychological factors were significant predictors of the self-determined degree of motivation, (6) The self-determined degree of motivation was significant predictors of behavioral consequences, and (7) The motivation played as an important mediator in the terms of psychological factors predicting behavioral consequences. Suggestions: (1) Stressing the autonomy, putting emphasis on progress and efforts, and taking advantage of the interaction between peers in PE are the solutions to promote students’ participation in physical activity, and (2) Applying Self-determination theory for comparison and study of diverse groups and situations.

Key words: Self-determination theory, physical education, stages of change, physical
activity, motivation.

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