應用跨理論模式於臺北縣某技術學院學生運動行為之研究

Abstract

本研究旨在應用跨理論模式瞭解技術學院學生運動行為之現況，並進一步探討個人背景因素、運動社會心理變項與其運動行為改變階段之間的關係。以台北縣某技術學院學生為研究對象，採分層隨機抽樣法進行抽樣，並利用自填式問卷進行資料收集，有效樣本513人，回收率為93.6％。所得資料以百分率、平均值、卡方檢定、t檢定、單因子變異數分析、單因子多變項變異數分析、薛費氏事後比較等統計方法進行分析。重要結果歸納如下： 一、研究對象的運動行為階段以準備期最多（58.5％），其次為維持期 （15％）、無意圖期（11.7％）、意圖期（9.0％）、行動期人數最少 （5.8％）。 二、影響研究對象運動行為改變階段的變項包括年齡、性別、自覺健康狀況、 有無參加運動社團等。 三、整體而言，五個不同運動行為改變階段的研究對象，在知覺運動利益、知 覺運動障礙、運動自我效能、運動社會支持和運動享樂感方面，有顯著差 異存在。 四、個別而言，五個不同運動行為改變階段的研究對象，在知覺運動利益方 面，有顯著差異存在，維持期高於準備期、無意圖期。 五、個別而言，五個不同運動行為改變階段的研究對象，在知覺運動障礙方面 有顯著差異存在，無意圖期高於維持期、行動期和準備期；意圖期高於維 持期、行動期；準備期高於維持期。 六、個別而言，五個不同運動行為改變階段的研究對象，在運動自我效能方面 有顯著差異存在，維持期高於準備期、意圖期及無意圖期；行動期高於準 備期、意圖期及無意圖期；準備期高於無意圖期；意圖期高於無意圖期。 七、個別而言，五個不同運動行為改變階段的研究對象，在運動社會支持方面 有顯著差異存在，維持期高於行動期、準備期、意圖期、無意圖期；準備 期高於無意圖期。 八、個別而言，五個不同運動行為改變階段的研究對象，在運動享樂感方面有 顯著差異存在，維持期高於行動期、準備期、意圖期、無意圖期；準備期 高於無意圖期。

依據研究發現，針對教育實務工作與未來研究方向提出建議，以作為提升技術學院學生運動行為改變階段之參考。

The purpose of this study was to investigate the current exercise behavior of the students of the institute of technology in Taipei county, and to explore the relationships among the stage of change for exercise and demographic characteristics, exercise psychosocial variables, through application of the transtheoretical model (TTM). By using a stratified random sampling method, 513 valid samples (response rate 93.6%) were surveyed with a self-administered questionnaire. Data were analyzed with Chi-square test, t-test, One-way ANOVA, One-way MANOVA and Scheffe’s post hoc test. The main results of this research were summarized as follows: 1. The distribution of the stages of change for exercise took the most part in preparation (58.5%). Others were in maintenance (15%), Precontemplation (11.7%), contemplation (9.0%) and the least part in action (5.8%). 2. The subjects have significant differences in age, gender, perceived health condition, sport team participation across the stages of change for exercise. 3. All in all, perceived benefits of exercise, perceived barriers of exercise, self-efficacy for exercise, social support for exercise, and enjoyment for exercise made significant differences to distinguish stage from stage. 4. In perceived benefits of exercise, there are significant differences among subjects of the five stages of change for exercise, that is, Maintenance > Preparation, Precontemplation. 5. In perceived barriers of exercise, there are significant differences among subjects of the five stages of change for exercise, that is, Precontemplation > Maintenance, Action, Preparation. Contemplation > Maintenance, Action. Preparation > Maintenance. 6. In self-efficacy for exercise, there are significant differences among subjects of the five stages of change for exercise, that is, Maintenance > Preparation, Contemplation, Precontemplation. Action > Preparation, Contemplation, Precontemplation. Preparation > Precontemplation. Contemplation > Precontemplation. 7. In social-support for exercise, there are significant differences among subjects of the five stages of change for exercise, that is, Maintenance > Action, Preparation, Contemplation, Precontemplation. Preparation > Precontemplation. 8. In enjoyment for exercise, there are significant differences among subjects of the five stages of change for exercise, that is, Maintenance > Action, Preparation, Contemplation, Precontemplation. Preparation > Precontemplation. According to the finding of this study could present as references for improving school health practice to promotion the stage of change for exercise among the students of the institute of technology and further research in this field.