國立臺灣師範大學體育學系林玫君陳敏弘顏百汝葉雅琤蕭旭堯高念華2016-08-042016-08-042012-06-01http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/79010本研究目的為利用生態學模式探討影響國小學童身體活動量之因素。研究方法：以高屏地區三間國小之四、五年級學童進行問卷調查紀錄，共發出625份問卷，收回有效問卷243本，回收率為39%。問卷內容採用生態學瞬時評估問卷（Ecological Momentary Assessment, EMA），記錄學童四天，包括平日：上課前、放學後，以及假日一整天之身體活動量及型態。統計分析採卡方檢定、多項式邏輯迴歸針對問卷內容進行分析。結果與討論：研究結果發現（1）生態學模式中微系統內，學童的年級、最常相處的人顯著影響學童之身體活動量，中系統內之變項皆無顯著影響效果，外系統中不同學校間對學童身體活動量亦有顯著差異。（2）在多項式邏輯迴歸中發現，不同學校對於學童的中等運動強度累積時間有較大的差異。結論：由本研究結果可知不同學校對於學童身體活動量之影響最為顯著。The purpose of this study is to investigate the impact factors on elementary school students' physical activity within ecological model. Method: Ecological Momentary Assessment (EMA) Questionnaires were issued to 625 year 3 and 4 students of three elementary schools at Kaohsiung and Pingtung area, 243 questionnaires are valid (39%). Students have to record four days' (including 3 weekdays and 1 weekend) daily physical activities in time and type. Chi-square and Multinomial logic model was used to analyze the acquired data. Results: (1) The Chi-square analysis results find that students' grade will affect their physical activity levels. In the exo-system, students' physical activity levels are different between different school significantly. Furthermore, the results finding in the Multinomial logic model revealed that students' moderate physical activity accumulated time are affected by different school. Conclusion: The results of this study revealed student's physical activity levels are affected by schools.生態學模式身體活動量Ecological modelPhysical activity