臺北市某完全中學學生運動行為及其相關因素之研究

Abstract

摘 要 本研究旨在探討完全中學學生運動行為改變階段的分佈及其相關因素，同時驗證運動自我效能、運動社會支持、運動自我調節、運動享樂感以及運動結果期待是否能區分於不同的運動階段。研究設計採自填式問卷，以台北市某完全中學學生為研究對象，使用分層集束抽樣法進行抽樣，最後取得有效樣本734人。資料以百分比、平均值、t考驗、卡方檢定、單因子變異數分析、薛費氏事後多重比較、單因子多變項分析及皮爾森積差相關等統計方法進行分析。重要結果歸納如下： 一、 研究對象運動行為改變階段之分佈為：無意圖期有8.7%、意圖期有16.2％、準備期有56.9％、行動期有4.0％、維持期有14.2％。 二、 歸屬不同運動階段的研究對象，會因性別、年級、運動社團參與的不同而有差異。 三、 歸屬於不同運動階段的研究對象，在運動自我效能上有顯著差異，即『維持期』>『行動期』>『準備期』>『意圖期』>『無意圖期』。運動自我效能與運動行為改變階段呈顯著正向關係。 四、 歸屬於不同運動階段的研究對象，在運動社會支持上除『行動期』與『準備期』以及『意圖期』與『無意圖期』之外，其餘配對均存有顯著差異。運動社會支持與運動行為改變階段呈顯著正向關係。 五、 歸屬於不同運動階段的研究對象，在運動自我調節上除『意圖期』與『無意圖期』之外，其餘配對均存有顯著差異。運動自我調節與運動行為改變階段呈顯著正向關係。 六、 歸屬於不同運動階段的研究對象，在運動享樂感上除『維持期』與『行動期』以及『行動期』與『準備期』之外，其餘配對均存有顯著差異。運動享樂感與運動行為改變階段呈顯著正向關係。 七、 歸屬於不同運動階段的研究對象，在運動結果期待上除『維持期』與『行動期』以及『行動期』與『準備期』之外，其餘配對均存有顯著差異。運動結果期待與運動行為改變階段呈顯著正向關係。 八、 整體而言，歸屬於不同運動階段的研究對象，在運動自我效能、運動社會支持、運動自我調節、運動享樂感、運動結果期待等變項上，有顯著差異。

最後分別對未來中學生運動行為改變階段之提昇及研究方向舉出若干建議。

關鍵字：完全中學學生、運動行為改變階段、運動自我調節

Stage of Exercise Behavior and its Influential Determinants of Students in a High School.

Abstract The main purpose of this study was to investigate the relationship between The stage of change for exercise and its influential determinants of high school students in Taipei City. This study also examined whether Self-efficacy for exercise, Social support for exercise, Self-regulation for exercise, Enjoyment for exercise, and Outcome expectation value for exercise can tell significant differences among five stages of exercise. The data were collected through self- administered questionnaires. The subjects of this survey were selected from students at a certain high school in Taipei. By using a stratified cluster sampling method, 734 of the valid samples chosen randomly were collected. Descriptive statistics, Chi-square test, t-test, one-way ANOVA, Pearson product-moment correlation, and one-way MANOVA were used to analyze the data. The results of this research were as follows: 1. In stages of exercise behavior change, 8.7% of the subjects were in Precontemplation,16.2% in Contemplation, 56.9% in Preparation, 4.0% in Action, and 14.2% in Maintenance. 2. Gender, grade, and sport team participation were significantly related to The stage of change for exercise. 3. In Self-efficacy for exercise, there are significant differences among subjects of The stage of change for exercise, namely, Maintenance > Action > Preparation> Contemplation > Precontemplation. 4. In Social support for exercise, except the stages from Preparation to Action and the stages from Precontemplation to Contemplation, the other pairs have significant differences among subjects of The stage of change for exercise. 5. In Self-regulation for exercise, except the stages from Precontemplation to Contemplation, the other pairs show significant differences among subjects of The stage of change for exercise. 6. In Enjoyment for exercise, except the stages from Action to Maintenance and the stages from Preparation to Action, the other pairs show significant differences among subjects of The stage of change for exercise. 7. In Outcome expectation value for exercise, except the stages from Action to Maintenance and the stages from Preparation to Action, the other pairs have significant differences among subjects of The stage of change for exercise. 8. All in all, Self-efficacy for exercise, Social support for exercise, Self-regulation for exercise, Enjoyment for exercise, and Outcome expectation value for exercise made significant differences to distinguish stage from stage. There is a significantly positive relationship between the five important variants and The stage of change for exercise. Suggestions of future researches and promotion of the stage of change for exercise in the high school are advocated at the end of this thesis.

Key words: high school student, the stage of change for exercise, Self-regulation for exercise