臺北市高中 (職) 體育班學生社會支持、學習適應與課程學習滿意度之研究
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2012
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本研究旨在探討臺北市高中 (職) 體育班學生社會支持對學習適應之預測力及社會支持與學習適應對課程學習滿意度之預測力。本研究對象為臺北市高中 (職) 體育班三年級學生，於2012年4月3日至4月20日，使用問卷調查法探討目前臺北市高中 (職) 體育班學生社會支持、學習適應與課程學習滿意度之現況，共計發放478份問卷，有效回收459份問卷。研究方法以描述性統計、單因子變異數分析以及多元逐步迴歸分析，進行統計分析，研究發現如下：
一、臺北市高中 (職) 體育班學生多為男性，在規律且密集訓練下，多數選手有在全國性競賽中奪牌的實力，學生在班級表現大多優異，然而大學學力測驗成績偏低，在學業學習態度較不積極。
二、臺北市高中 (職) 體育班學生最能感受到隊友支持，最能適應運動專長訓練，並且最為滿意教練的領導方式。
三、臺北市高中 (職) 體育班之學生性別、運動成就、訓練量、成績名次、參與學校課後輔導、參加校外補習、課後自習會影響其社會支持知覺。
四、臺北市高中 (職) 體育班學生之性別、運動成就、訓練量、成績名次、大學學力測驗成績、參與學校課後輔導、參加校外補習、課後自習會影響其學習適應知覺。
五、臺北市高中 (職) 體育班學生之社會支持對學習適應具有預測力，其中「同學支持」變項之預測力最強。
六、臺北市高中 (職) 體育班高三學生之社會支持與學習適應對課程學習滿意度具有預測力。其中「學習環境適應」變項之預測力最強。
基於上述結果，臺北市高中 (職) 體育班相關人員可依此作為參考範疇，倘若體育班學生們能擁有完整的社會支持體系、良好的學習適應情形，並且滿意體育班之學習課程，有效達成「培養全人發展之優秀運動員儲備人才」之目標，俾利於未來國內競技運動之發展。
The purpose of this study is to explore the relations between social support, learning adaptability, and course satisfaction rate of specialized courses among 12th-grade student-athletes in Taipei City in the month of April 2012. A total of 478 questionnaires were distributed, 459 of which were valid. The data collected from the questionnaires were analyzed using descriptive statistics, one-way ANOVA, and stepwise multiple regression analysis. The results were as follows: 1. Most student-athletes were male who had regular and intensive training, and most of them had won medals in national competitions. In terms of academic performance, most of them had excellent performance in class; however, their scores on the General Scholastic Ability Test were lower than expected, and they do not possess positive learning attitudes. 2. Most of the student-athletes perceived more support from their teammates, adapted the most in sports training, and were the most satisfied with the leadership of their coaches. 3. The gender, sports achievements, the amount of training, performance ranking in class, participation in school tutoring, and participation in cram schools would affect how student-athletes evaluate social support. 4. The gender, sports achievements, the amount of training, performance ranking in class, General Scholastic Ability scores, participation in school tutoring, and participation in cram schools would affect how student-athletes evaluate learning adaptability. 5. Social support was a good predictor for learning adaptability. The coaches’ support was the most influential. 6. Social support and learning adaptability were good predictors for course satisfaction rate. The environment of learning adaptability was the most influential. The results of this study could serve as guidelines for teachers, coaches, school authorities, and so forth. Besides, with a complete social support system, good learning adaptabilities and great course satisfaction rates, student-athletes could learn in such a well-built environment in which their competitiveness in the future would be enhanced. Key words: high school athletic class, social support, learning adaptability, course satisfaction rate.
The purpose of this study is to explore the relations between social support, learning adaptability, and course satisfaction rate of specialized courses among 12th-grade student-athletes in Taipei City in the month of April 2012. A total of 478 questionnaires were distributed, 459 of which were valid. The data collected from the questionnaires were analyzed using descriptive statistics, one-way ANOVA, and stepwise multiple regression analysis. The results were as follows: 1. Most student-athletes were male who had regular and intensive training, and most of them had won medals in national competitions. In terms of academic performance, most of them had excellent performance in class; however, their scores on the General Scholastic Ability Test were lower than expected, and they do not possess positive learning attitudes. 2. Most of the student-athletes perceived more support from their teammates, adapted the most in sports training, and were the most satisfied with the leadership of their coaches. 3. The gender, sports achievements, the amount of training, performance ranking in class, participation in school tutoring, and participation in cram schools would affect how student-athletes evaluate social support. 4. The gender, sports achievements, the amount of training, performance ranking in class, General Scholastic Ability scores, participation in school tutoring, and participation in cram schools would affect how student-athletes evaluate learning adaptability. 5. Social support was a good predictor for learning adaptability. The coaches’ support was the most influential. 6. Social support and learning adaptability were good predictors for course satisfaction rate. The environment of learning adaptability was the most influential. The results of this study could serve as guidelines for teachers, coaches, school authorities, and so forth. Besides, with a complete social support system, good learning adaptabilities and great course satisfaction rates, student-athletes could learn in such a well-built environment in which their competitiveness in the future would be enhanced. Key words: high school athletic class, social support, learning adaptability, course satisfaction rate.
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高中 (職) 體育班, 社會支持, 學習適應, 課程學習滿意度, high school athletic class, social support, learning adaptability, course satisfaction rate