詹俊成Chan, Chun-Chen黃璿庭Huang, Hsuan-Ting2024-12-172024-02-162024https://etds.lib.ntnu.edu.tw/thesis/detail/ca6781816341b1f38e4b1c0a45a6d930/http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/123603我國為增加國際能見度與提升國人士氣，積極培育優秀運動人才，以提升國際競技運動水準，對高中階段學生運動員施以系統化訓練及統一學科教學。相較之下，學生運動員心理素質易受忽略，加上訓練與比賽的種種壓力挫折因而導致自我懷疑，進而產生動機下降，甚至結束選手生涯。本研究探討高中體育班學生背景變項、社會支持、挫折容忍力與參與動機之現況與關聯性，並以111學年就讀高中體育班之600學生作為研究對象，使用問卷調查方式進行資料收集，並以描述性統計、獨立樣本t考驗、單因子變異數分析、多元逐步迴歸及階層迴歸等資料分析方式進行統計分析，獲得以下結果：一、高中體育班學生在社會支持以「隊友支持」感受程度最高；在挫折容忍力以「運動挫折容忍力」感受成度最高；在參與動機以「健康適能」感受程度最高。二、高中體育班學生之不同背景變項分析結果，不同年級及專長項目在「社會支持」具有顯著差異；不同性別、年級、專長項目及運動成就水準在「挫折容忍力」具有顯著差異；不同性別在「參與動機」具有顯著差異。三、高中體育班社會支持與挫折容忍力能有效預測參與動機，其中以「運動挫折容忍力」最高，其次依序為「隊友支持」、「教練支持」、「人際挫折容忍力」及「家人支持」。四、挫折容忍力對高中體育班學生社會支持與參與動機之關係具部份中介效果。本研究揭示社會支持與挫折容忍力對參與動機確實存在其關聯性，由此啟發我們關注挫折容忍力對高中體育班學生所產生的影響，提高高中體育班學生之社會支持與挫折容忍力便能提高其參與動機。In order to enhance reputation and popularity in the world, Taiwan actively cultivates athletes to improve the level of international competitive sports and implements a series of systematic training and unified subject teaching for senior high school athletic class students. In comparison, mental health of senior high school athletic class students is easily overlooked. Pressures and frustration during training and competition lead to self-doubt, and even cause athletes to end their career. This research explores the current status and correlations among background variables, social support, frustration tolerance, and participation motivation of senior high school athletic class students. The research uses 600 students enrolled in senior high school athletic class in the 111th academic year as research subjects, collecting data through questionnaire surveys. The data is analyzed using descriptive statistics, independent t-test, One-way ANOVA, multiple regression analysis, and hierarchical regression. The following results were obtained:1. Senior high school athletic class students feel the highest level of support from"teammates" in terms of social support; they perceive the highest level of "sport frustration tolerance" in terms of frustration tolerance; and they feel the highest level of "health and fitness motivation" in terms of participation motivation. 2. The analysis of different background variables of students in senior high school athletic class shows significant differences in "social support" among different grades and specialized sports; significant differences in " frustration tolerance" amongdifferent genders, grades, specialized sports, and levels of athletic achievement; and significant differences in"participation motivation" among different genders. 3. Social support and frustration tolerance in high school sports classes can effectively predict participation motivation. Among these factors, "sport frustration tolerance" has the highest predictive power, followed by "teammate support," "coach support," "interpersonal frustration tolerance," and "family support," in that order. 4. Frustration tolerance partially mediates the relationship between social support and participation motivation among senior high school athletic class students.This research reveals that there is indeed a correlation between social support, frustration tolerance, and participation motivation. This inspires us to focus on the impact of r frustration tolerance on senior high school athletic class students and to enhance their social support and frustration tolerance, thereby increasing their participation motivation.高中體育班社會支持挫折容忍力參與動機senior high school athletic classsocial supportfrustration toleranceparticipation motivation學術論文