高中 (職) 體育班學生社會支持、學習態度與生涯發展之研究

Abstract

本研究旨在探討不同背景變項高中 (職) 體育班學生社會支持、學習態度與生涯發展之差異，及生涯發展、社會支持對學習態度之影響關係。研究對象為中部地區高中 (職) 體育班學生，使用問卷調查法，以「高中 (職) 體育班社會支持、學習態度與生涯發展量表」為工具，共發放 797 份問卷，有效回收 729 份。以描述性統計、獨立樣本 t 檢定、單因子變異數分析、皮爾森積差相關及多元逐步迴歸進行統計分析，研究發現高中 (職) 體育班學生：

一、男女生人數比例差距大；運動項目以球類、陸上及技擊運動為主；多數學生以 全國性競賽為主要競爭舞台，且未來傾向就讀體育科系或體育運動相關科系。

二、社會支持、術科學習態度及生涯發展現況介於普通到符合之間，屬於尚可的程 度，對於學科的學習態度有待加強。在社會支持方面，以「同儕訓練支持」構面 最高；學科學習態度方面最重視「學習興趣」；術科學習態度以「學習習慣」為 最佳；生涯發展則以「生涯探索」為最高。

三、性別、年級、專長項目、運動賽會級別、訓練年資及未來升學取向會影響學生 社會支持、學科學習態度、術科學習態度以及生涯發展。

四、社會支持、學科學習態度、術科學習態度及生涯發展彼此間皆為顯著正相關。

五、社會支持與學習態度對生涯發展具有正向的預測力，其中以「學科學習興趣」 之影響力最大。

基於上述之研究結果，政府或學校單位應提供多元的社會支持系統，鼓勵關懷學生，以促進學生學科及術科學習態度之養成。另外，引導學生多面向的學習興趣，從學習中明確自己的未來方向，進而實踐生涯發展之規劃。The present study aimed to explore the differences among social support, learning attitude and career development, and the relationships among career development, social support, and learning attitude of general and vocational high school athletic students. Participants were general and vocational high school athletic students in central Taiwan. “General and Vocational High School Athletic Students’ Social Support, Learning Attitude, and Career Development Questionnaire” was used to conduct the survey. 797 questionnaires were distributed with 729 valid ones. By Descriptive Statistics, Independent Samples t-test, One-way Analysis of Variance, Pearson’s Correlation, and Multiple Stepwise Regression Analysis, the findings were as follows:

1.There was a gap between male and female ratio. Ball games, land sports, and martial art sports are the main focus. Most students aimed at participating in national sport contests and tended to attend Department of Physical Education or related departments.

2.The level of social sport, learning attitude towards skill subject, and career development are between “average” and “agree”, and learning attitude needed to be increased. As for social support, the aspect of “peer support training” was the one with the highest score. Regarding learning attitude towards academic subject, “interest in learning” was highly valued. In terms of learning attitude towards skill subject, “study habit” was greatly valued. As to career development, “career exploration” was the highest item.

3.Gender, grade, specialty, level of sport contest, training seniority, and future study orientation could affect students’ social support, learning attitude towards both academic and skill subjects, and career development.

4.Social support, learning attitude towards both academic and skill subject, and career development were significantly correlated with one another.

5.Social support and learning attitude could effectively predict career development. Besides, “learning interest in academic subject” had the greatest influence.

Based on the findings, government and school units should provide diverse social support system to encourage students to increase the learning attitude towards both academic and skill subject. Furthermore, it can guide students to cultivate multi-oriented interest in learning to ensure the future direction and fulfill career development plan.