台北市某國中學生規律運動行為相關因素之研究

Abstract

本研究目的旨在探討台北市某國中學生個人背景因素(性別、年級、家庭社經地位、參加運動社團或校隊、自覺健康狀況)、社會心理因素 (運動自我效能、運動社會支持、運動結果期待及運動自我調節)、運動環境因素與規律運動行為之間的關係。以台北市某國民中學九十九學年度在學之七、八、 九年級學生為研究對象，採分層集束隨機抽樣法進行抽樣，並以結構式問卷為研究工具進行資料收集，共獲得有效問卷303份，所得資料以信度分析、描述性統計、單因子變異數分析、皮爾森積差相關及複迴歸分析，重要結果歸納如下： 一、 約五成左右的研究對象有規律運動行為，最常從事的運動項目分別為跑步、爬樓梯、快步走及打籃球。 二、 家庭運動設備或器材，以跳繩、腳踏車及籃球為主；而住家附近可運動的場所主要是公園、其次依序為學校及游泳池。 三、 個人背景因素中，男生規律運動行為比率高於女生；七年級學生規律運動的狀況最佳，九年級學生規律運動的狀況最差；自覺健康狀況越好者，越會從事規律運動行為。 四、 社會心理因素之運動自我效能、運動社會支持、運動結果期待、運動自我調節與規律運動行為呈正相關。 五、 經複迴歸分析發現，研究對象的規律運動行為可由性別、年級、運動自我效能、運動自我調節-計畫等變項來預測，解釋力為37.2%，其中以運動自我效能的影響力最大。 最後，依據研究結果，對相關教育課程及未來研究提出一些建議。The purposes of this study were to investigate the background factors , socio-psychosocial factors and environmental factors for exercise in relationships with regular exercise behavior. The subjects of the study were selected from the 7th, 8th and 9th grades of a junior high school in Taipei City. By using a stratified cluster sampling method and structural questionnaires, 303 valid samples were collected. The data was analyzed with frequency, One-way ANOVA, Pearson's Correlation and Multiple regression. The results are as followed : 1. About 50% of the subjects exercise regularly. The main types of exercise were running, ladder-climbing, trot and basketball. 2. The main kinds of home exercise equipment were skipping rope, bicycle and basketball. The main community sport areas near resident were the park, the school and the swimming pool. 3. Subjects who were male, 7th grade, perceived their health status to be better were more likely to exercise regularly. 4. Regular exercise behavior was positively correlated with Self-efficacy for exercise, Social support for exercise, Outcome expectancy for exercise, Self-regulation for exercise. 5. By multiple regression analysis, gender, grade, self-efficacy for exercise, self-regulation for exercise could predict regular exercise behavior and explain 37.2% variance. Self-efficacy for exercise was the most important predictor of regular exercise. Finally, recommendations for education intervention and future research are provided as well.