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

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