研究生: |
陳秀琴 Hsiu-Chin Chen |
---|---|
論文名稱: |
曲棍球選手同儕動機氣候與能力知覺對自我設限之預測 The prediction of peer motivational climate and perceived ability on self-handicapping among hockey players |
指導教授: |
季力康
Chi, Li-Kang |
學位類別: |
碩士 Master |
系所名稱: |
體育學系 Department of Physical Education |
論文出版年: | 2011 |
畢業學年度: | 100 |
語文別: | 中文 |
論文頁數: | 64 |
中文關鍵詞: | 成就目標理論 、同儕動機氣候 、自我設限 |
英文關鍵詞: | Achievement goal theory, peer-created motivational climate, self-handicapping |
論文種類: | 學術論文 |
相關次數: | 點閱:169 下載:20 |
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 |
根據成就目標理論(Dweck & Leggett,1988; Nicholls, 1984, 1989),本研究旨在探討同儕動機氣候與能力知覺對自我設限的預測。研究對象為參加一百年全國協會盃曲棍球錦標賽,高中組和社會組男、女曲棍球選手233人(男選手:156人、女選手:77人),平均年齡20.93歲。研究工具包括同儕動機氣候量表、能力知覺量表、自我設限量表。經資料蒐集完成,以皮爾遜積差相關、多元迴歸分析進行統計分析。研究結果發現如下: 一、自我涉入動機氣候和自我設限呈現正相關;能力知覺和自我設限呈現負相關。二、自我涉入動機氣候能正向預測自我設限。表示當選手知覺團隊同儕間在表現不好的時候,會取笑、批評、抱怨隊友時,則愈容易產生自我設限。三、能力知覺能負向預測自我設限。表示當選手為高能力知覺時,愈不會產生自我設限,反之,當選手為低能力知覺時,愈容易產生自我設限。最後,本研究根據理論架構與上述結果進行討論並提出建議,以提供未來教練與選手在型塑團隊動機氣候時的參考。
Based on achievement goal theory (Dweck & Leggett, 1988; Nicholls, 1984; 1989), the purpose of this study was to examine the predictive utilities of peer-created motivational climate, and perceived ability on self-handicapping. The participants were 233 hockey players (male=157, female=86) who took part in 2011 National Association Cup Hockey Tournament. Their average age is 20.63 years. Participants were requested to complete Peer-created Motivational Climate Questionnaire, Perceived Ability Questionnaire and Sport Self-Handicapping Questionnaire. The data was analyzed by Pearson’s correlations and multiple regression analysis. The findings of this study were as follows: (1) Peer-created ego-involved climate positively correlated to self-handicapping. On the other hand, perceived ability was negatively associated with self-handicapping. (2) Peer-created ego-involved climate positively predicted self-handicapping. Specifically, the more the player perceived that his or her teammates will make laugh, criticize, complain about his teammates when they had bad performance, they reported more self-handicapping. (3) Self-handicapping was negatively predicted by perceived ability. Specifically, the players who perceived higher ability reported less self-handicapping. In contrast, the players who perceived lower ability reported more self-handicapping. Finally, based on the theoretical framework and results, the discussions, suggestions, and future directions were proposed.
中文部份
王崇信(1995)。自我肯定對自我設限之影響。未出版碩士論文,中原大學,桃園縣。
王澤惠(2003)。目標取向、自尊與歸因型態對運動員自我設限行為之影響。臺灣運動心理學報,3,1-20頁。
北京體育大學出版社(2008)。曲棍球。北京:北京體育大學出版社。
向天屏(2000)。國中小學生成就目標導向、學習策略、自我跛足策略與學業成就關係之研究。未出版碩士論文,國立彰化師範大學,彰化市。
沈慧君(2008)。成就目標和能力知覺對競技倦怠及自我設限之預測研究。未出版碩士論文,台北市:國立台北教育大學。
李明榮、萬清和 (1983)。曲棍球理論與實際。台北:健行文化出版公司。
李炯煌(2003):特質目標取向、知覺動機氣候和能力知覺對內在動機和滿足感之預測研究。大專體育學刊,5卷2期,143-157頁。
李啟瑞、陳益祥(2008)。同儕創造動機氣候之探討,國立臺北教育大學體育學術研討會,7-11頁。
李啟瑞(2008)。同儕創造動機氣候與目標取向對運動樂趣之影響。國立臺北教育大學,臺北市。
呂明達(2008)。2X2運動成就目標、學習策略與自我設限策略之關係。未出版碩士論文,國立台北教育大學,台北市。
周淑娟(1998)。國小班級同儕團體互動之研究。未出版碩士論文,國立高雄師範大學,高雄市。
林宜螢(2002)。高中射箭選手目標取向、自覺能力、自我設限、自信心及成敗歸因之研究。未出版碩士論文,國立體育學院,桃園縣。
卓旻怡(1999)。雲林縣國中生體育課學習滿意度調查研究。未出版碩士論文,國立體育學院,桃園縣。
吳治勳(2003)。青少年同儕關係的評估及其特性之探討--以憂鬱傾向與壓力歷程特性為指標。未出版碩士論文,國立臺灣大學,臺北市。
梁維中(2002)。國、高中生學業自我設限行為之相關研究。未出版碩士論文,國立台南師範學院,台南。
高健庭(2010)。青少年運動員知覺運動能力、運動友誼、同儕關係與同儕塑造動機氣候之相關研究,未出版碩士論文,國立臺南大學,臺南。
許雅嵐(2002)。國中班級同儕團體互動之研究。未出版碩士論文,國立高雄師範大學,高雄市。
黃德祥(1997)。青少年發展與輔導。臺北:五南。曾建勝(2001)。學童體適能與同儕關係之相關研究。未出版碩士論文,國立臺東大學,臺東。
曾建勝(2001)。學童體適能與同儕關係之相關研究。未出版碩士論文,國立臺東大學,臺東縣。
程炳林(2003)。四向度目標導向模式之研究。師大學報:教育類,48(1),15-40。
程炳林(2006)。主觀能力與逃避策略之關係。師大學報:教育類,52(2),1-24。
陳惠邦(1990)。自我設限與行為歸因。未出版碩士論文,國立政治大學。
陳偉瑀(2001)。競爭情境及回饋方式對高、低自我設限學生在運動練習行為、運動表現及歸因的影響。國立體育學院,桃園縣。
陳嘉成(2002)。成就目標、行動控制取向與數學能力知覺的中介效果對國中生數學學習行為組型之關係研究,教育與心理研究,000(025),0629-0656。
黃英哲、季力康(1994)。運動動機氣候與自覺能力對賽前狀態焦慮和滿足感的相關研究。體育學報,18,321-332。
張春興(1989)。張氏心理學辭典。臺北:東華書局。
楊岫穎(2003)。國中生自我設限的情境及歷程因素之研究。未出版碩士論文,國立成功大學,台南。
蔡春花(2009)。國小運動代表隊學童能力信念、2X2成就目標、能力知覺與自我設限關係研究。未出版碩士論文 ,國立臺灣體育大學,桃園縣。
鐘保明(2005)。自覺能力於自我效能理論、能力動機理論、目標取向理論中的差異。大專體育,76,113-119。
盧俊宏、廖主民、季力康譯(2007)。運動社會心理學。台北市:師大書苑。
盧素娥(1995)。大專籃球選手的知動動機氣候與團隊凝聚力之相關研究。未出版碩士論文,國立體育學院,桃園縣。
謝君琳(2003)。合作學習對國小四年級數學低成就學生數學學習與同儕互動之影響。未出版碩士論文,彰化師範大學,彰化。
蘇秋碧(2000)。國小六年級被同儕拒絕兒童及其被同儕拒絕因素之研究。未出版碩士論文,國立臺中師範學院,臺中市。
英文部份
Ames, C. (1984). Achievement attributions and self-instructions under competitive and individualistic goal structures. Journal of Education Psychology, 76, 478-487.
Ames, C. (1992a). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-272.
Ames, C. (1992b). Achievement goals, motivational climate, and motivational processes. In G. Roberts (Ed.), Motivation in sport and exercise (pp. 161-176). Champaign, IL: Human Kinetics.
Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Student’s learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.
Arkin, R. M., & Baumgardner, A. H. (1985). Self-handicapping. In J. H. Harvey, & G. Weary (Eds.), Attribution: Basic issues and applications (pp. 169-202). New York: Academy Press.
Aronson, E., Wilson, T. D., & Akert, R. M. (1994). Self-understanding: How do we know ourselves. In E. Aronson, T. D.Wilson, & R. M. Akert (Eds.), Social psychology: The heart and the mind (pp. 199-239). New York: Harper Collins College Publishers.
Berglas, S., & Jones, E. E. (1978). Drug choice as a self-handicapping strategy in response to noncontingent success. Journal of Personality and Social Psychology, 36, 405-417.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychologist Review, 84(2), 191-215.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive view. Englewood Cliffs, NJ: Prentice Hall.
Brawley,L.R.,Carron,A.V., & Widmeyer,W.N. (1987). Assessing the cohesion of Teams: Validity of the Group Environment Questionnaire. Journal of Sport Psychology, 9, 275-294.
Baumeister, R. F., & Scher, S. J. (1988). Self-defeating behavior patterns among normal individuals: Review and analysis of common self-destructive tendencies. Psychological Bulletin, 104(1), 3-22.
Biddle, S., Cury, F., Goudas, M., Sarrazin, P., Famose, J. P., & Durand, M. (1995). Development of scales to measure perceived physical education class climate: Across-national project. Britisb Journal of Educational Psychology, 65, 341-358.
Barron, K. E., & Harackiewicz, J. M. (2001). Achievement goals and optimal motivation: Testing multiple goal models. Journal of Educational Psychology, 80(5), 706-722.
Carr, S., Weigand, D.A., & Hussey, W. (1999). The relative influence of parents, teachers, and peers on children and adolescents’ achievement and intrinsic motivation and perceived competence in physical education. Journal of Educational Psychology, 5, 28-51.
Carr, S., Weigand, D.A., & Jones, J. (2000). The relative influence of parents, peers and sporting heroes on goal orientations of children and adolescents in sport. Journal of Sport Pedagogy, 6, 34-55.
Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. New York: Cambridge University Press.
Coudevylle, G. R., Martin, K. A., & Famose, J. P. (2008). Determinations of self-handicapping strategies in sport and their effects on athletic performance. Social Behavior and Personality, 36(3), 391-398.
DeGree, C .E., &Snyder, C. R. (1985). Adler's psychology(of Use) today: Personal history of tranmatic life events as a self-handicapping strategy. Journal of Personality and Social Psychology, 48, 1512~1519.
Dweck, (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 25-273.
Evans, J., & Roberts, G. C. (1987). Physical competence and the development of children’s peer relations. Quest, 39, 23-35.
Elliot, A.J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 149-169.
Feick, D. L., & Rhodewalt, F. (1997). The double-Edged sword of self-handicapping: Discounting, augmentation, and the protection and enhancement of self-esteem. Motivation and Emotion, 21(2), 147-163.
Feltz, D. L. (1988). Self-confidence and sports performance. Exercise and Sport Sciences Reviews, 16, 151-166.
Garcia, T., Matula, J. S., Harris, C. L., Dowdy, K. E., Lissi, M. R., Davila, C., & Powdrill, L. (1996). Predictors of self-handicapping: An examination of personal and contextual factors. Paper presented at the annual meeting of the American Educational Research, New York, NY, April 8-12, 1996. (ERIC Document Reproduction Service No. ED 397115).
Hirt, E., Deppe, R., & Gordon, L. (1991). Self-reported versus behavioral self-handicapping: Empirical evidence for a theoretical distinction. Journal of Personality and Social Psychology, 61, 981-991.
Horn, T.S., & Weiss, M. R. (1991). A developmental analysis of childrens’s self-ability judgments. Pediatric Exercise, 3, 312-328.
Harter, S. (1978). Effictive motivation reconsedered: Toward a developmental model, Human Development, 21, 34-64.
Harter, S. (1981). A Model of intrinsic mastery motivation in children: individual differences and developmental change. Minnesota symposia on child psychology. Vol. 14. Hillsdale, N.J.
Harter, S. (1992). The relationship between perceived competence, affect, and motivational Orientation within the classroom: (Eds.), Achievement and motivation: A social-developmental perspective (pp.77-114). New York: Cambridge University Press.
Harter, S. (1999). The construction of the self. A developmental perspective.New York: Guilford Press.
Kelly, H. H. (1971). Attributions in social interaction. Morristown, NJ: General Learning Press. Kolditz, T. A., & Arkin, R. M. (1982). An impression management interpretation of the self-handicapping strategy. Journal of Personality and Social Psychology, 43(3), 492-502.
Kolditz, T., & Arkin, R. (1982). An impression management interpretation of the self-handicapping strategy. Journal of Personality and Psychology, 43, 492-502.
Kimble, C. E., & Kimble, E. A., & Croy, N. A. (1998). Development of self-handicapping tendencies. Journal of Social Psychology, 138(4), 524-534.
Kaplan, A., & Maehr, M L. (1999), Achievement goals and student well-being, Contemporary Educaional Psychology, (024), 0330-0358.
Kuczka, K.,& Treasure, D. C. (2002). Self-handicapping in competitive sport:Influence of the motivational climate and perceived ability.Journal of Sport & Exercise science, 24, s82.
Leary, M. R., & Shepperd, J. A. (1986). Behavioral self-handicaps versus self-reported handicaps: A conceptual note. Journal of Personality and Social Psychology, 51(6), 1265-1268.
Leary, M. R., & Kowalski, R. M. (1990). Impression management: A literature review and two component model. Psychological Bulletin, 107, 34-47.
Leary, M. R., & Kowalski, R. M.(1990). Self-presentation processes in exercise and sport. Journal of Sport and Exercise Psychology, 14, 339-351.
Leary, M. R. (1992). Self-presentation processes in exercise and sport. Journal of Sport and Exercise Psychologycal Bulletin, 107, 34-47
Midgley, C., & Urdan, T. (1995). Predictors of middle school students’ use of self-handicapping strategies. Journal of Early Adolescence, 15(4), 389-411.
Midgley, C., Arunknmar R., & Urdan, T. C. (1996). "If I don´t do well tomorrow, there is a reason": Predictors of adolescents´ use of academic self-handicapping strategies. Journal of Educational Psychology, 88(3), 423-434.
Midgley, C., & Urdan, T. (2001). Academic self-handicapping and achievement goals: A further examination. Contemporary Educational Psychology, 26, 61-75.
McCrea, S. M. & Hirt, E. R. (2001). The role of ability judgments in self-handicapping. Personality and Social Psychology Bulletin. 27(10), 1378-1389.
Nicholls, J. G. (1980). The development of comcept of difficulty. Merrill-Palmer Quarterly. 26, 271-281.
Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328
Nicholls, J. G., & Miller, A. T. (1984). Reasoning about the ability of self and others: A developmental study. Child Development, 55, 1990-1999.
Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
Newton, M., & Duda, J.L. (1999). The interaction of motivational climate, dispositional goal orientation, and perceived ability in predicting indices of motivation. International Journal of Sport Psychology, 30, 63-82.
Newton, M., Duda, J. L., & Yin, Z. (2000). Examination of the psychometric properties of the Perceived Motivational Climate in Sport Questionnaire-2 in a sample of female athletes. Journal of Sports Sciences, 18, 275-290.
Prapavessis, H., & Grove, J. R.(1994). Personality variables as antecedents of precompetitive mood state temporal patterning International. Journal of Sport Psychology 25, 347-365.
Prapavessis, H., & Grove, J. R.(1998). Self-handicapping and Self-esteem. Journal of Applied Sport Psychology, 10, 175-184.
Pintrich, P. R., & Schunk D. H. (1996). Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Merrill/Prentice Hall.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekrerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 452-502). San Diego, CA: Academic Press.
Roberts, G. C. (1980). Children in competition: A theoretical perspective and recommendations for practice. Motor Skills: Theory into Practice, 4, 37-50.
Rhodewalt, F., & Davison, J. (1986). Self-handicapping and subsequent performance: Role of outcome valence and attributional certainty. Basic and Applied Social Psychology, 7(4), 307-322.
Rubin, K., Bukowski, W., & Parker, J. (1998). Peer interactions, relationships, and groups. In Handbook of Child Psychology, ed. W. Damon. New York: Wiley, pp. 619-700.
Ryska, T. A., Yin, Z., & Boyd, M. (1999). The role of disposition goal orientation and team climate on situational self-handicapping among. Journal of Sport Behavior, 22(3), 410-452.
Ryan, A. M., Pintrich, P. R., & Midgley, C. (2001). Avoiding seeking help in the classroom: who and why? Educational Psychology Review, 13(2), 93-114.
Smith, T. W., Snyder, C. R., & Handelsman, M. M. (1982). On the self-serving function of an academic wooden leg: Test anxiety as a self-handicapping strategy. Journal of Personality and Social Psychology, 42, 314-321.
Self, E. A. (1990). Situational influences on self-handicapping. In R. L. Higgins, C. R. Snyder, & S. Berlgas(Eds.), Self-handicapping: The paradox that isn’t (pp.37-6). New York: Plenum Press.
Seifriz, J. J., Duda, J. L. & Chi, L. (1992). The relationship of perceived motivational climate to intrinsic motivation and beliefs about success in basketball. Journal of Sport and Exercise Psychology, 14, 375-391.
Smith, A L. (1999). Perceptions of peer relationships and physical activity participation in early adolescence. Journal of Sport & Exercies Psychology, 21, 329-350.
Smith, A. L. (2003). Peer relationships in physical activity contexts: A road less traveled in youth sport and exercise psychology research. Psychology of Sport & Exercise, 4, 5-39.
Smith, A. L., Balaguer, I., & Duda, J. L. (2006). Goal orientation profile differences on perceived motivational climate, perceived peer relationships, and motivation-related responses of youth athletes. Journal of Sports Sciences, 24, 1315-1327.
Smith, A. L., Ullrich-French, S., Walker Ⅱ, E. G., & Hurley, K. S. (2006). Peer relationship profiles and motivation in youth sport (conference abstract). Psychology of Sport and Exercise, 25, S6-S7.
Si, G. Y., & Lee, H. C. (2006). Cross-cultural issues in sport psychology research. In S. Jowett, & D. Lavallee(Eds.), Social psychology in sport(pp. 279-288). Champaign, IL: Human Kinetics.
Tice, D. M. (1991). Esteem protection or enhancement? Self-handicapping motives and attributions differ by trait self-esteem. Journal of Personality and Social Psychology, 17, 48-56.
Thill, E.E. & Curry, F. (2000). Learning to play golf under different goal conditions: Their effects on irrelevant thoughts and on subsequent control strategies. European Journal of Social Psychology, 30, 101-122.
Thompson, T., & Richardson, A. (2001). Self-handicapping status, claimed self-handicaps and reduced practice effort following success and failure feedback. British Journal of Educational Psychology, 71, 151-170.
Urdan, T. C., & Maeher, M. L. (1995). Beyond a tow-goal theory of motivation and achievement: A case for social goals. Review of Education Research, 65(3), 213-243.
Urdan, T., Midgley, C., & Anderman, E. (1998). The role of classroom goal structure in students’ use of self-handicapping strategies. American Educational Research Journal, 35, 101-122.
Vazou, S., Ntoumanis, N., & Duda, J. L. (2005). Peer motivational climate in youth sport: A qualitative inquiry. Psychology of Sport & Exercise, 6(5), 497-516.
Vazou, S., Ntoumanis, N., & Duda, J. L. (2006). Predicting young athletes’ motivational indices as a function of the coach- and peer-created climate. Journal of Sport & Exercise Psychology, 7, 215-233.
Weiner, B. (1990). History of motivational research in education. Journal of Educational Psychology, 82, 616-622.
Weiss, M. r., & Chaumeton, N. (1992). Motivational orientations in sport. In T. Horn (Ed.), Advances in sport psychology (pp. 61-100). Champaign,IL: Human Kinetics.
Weiss, M. R., & Eddeck, V. (1996). Self-esteem and perceptions of competence in youth sport: Theory, research, and enhancement strategies. In O. Bar-Or (ED). The encyclopedia of sport medicine: The child and adolescent athlete(Vol. VI, pp, 364-382)Oxford; Black-well Science Ltd.
Yukelson, D. (1997). Principles of effective team building in terventions in sport: A direct services approach at Penn State University. Journal of Applied Sport Psychology, 9, 73-96.
Zuckerman, M., Kieffer, S. C., & Knee, C. R. (1998). Consequences of self-handicapping: Effects on coping, academic performance and adjustment. Journal of Personality and Social Psychology, 74(6), 1619-1628.