卓俊伶　博士Junling Jwo, Ph.D.林俊賢Chun-hsien Lin2019-09-052007-7-162019-09-052007http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0093043018%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/105198教師回饋知覺、目標導向 與國中生體育課參與動機之關聯 日期：2007年6月 研 究 生：林俊賢 指導教授：卓俊伶 摘要 體育課重要的功能就是為終身體育活動做準備，瞭解青少年涉入體育活動如何維持，就須知動機的機轉和改善的問題，才能提昇動機和活動品質。本研究依據Deci and Ryan (1985, 1991) 認知評量理論、自我決定理論為基礎，探討教師回饋知覺及目標取向與國中生體育課參與動機之間關聯性。研究對象為國民中學八年級學生共105人，以問卷調查法進行研究，研究工具包括 1.教師回饋知覺量表、2.目標導向量表、3.體育課動機形態量表。以皮爾遜積差相關分析教師回饋知覺和體育課參與動機之間的相關，目標取向和體育課參與動機之間的相關。研究結果顯示：一、國中生體育課參與動機與教師回饋知覺，其動機分量：內在動機、外在動機（認同調節、射入調節）與正面一般性回饋、正面特殊性回饋及表現獲知的知覺呈正向關聯。二、國中生體育課參與動機與目標取向，參與動機型態以內在動機與工作取向呈現較高的正向關係，參與動機型態以外在動機（認同調節、射入調節）與目標取向呈現的正向關係。換言之，學生對於參與動機型態越趨向內在動機時，對於教師回饋知覺接受程度也相對提高，對高程度目標取向亦是如此。 關鍵詞：自我決定理論、教師回饋知覺、目標取向、參與動機Relationships among Perceptions of Teacher’s Feedback, Goal Orientations, and P.E. Participating Motivation in Junior High School Students Master’s Thesis, 2007 Chun-hsien Lin Advisor: Junling Jwo, Ph.D. Abstract Physical education function made preparation for active lifestyles in the future. Understanding how to keep adolescent involved in physical activity. Need to know the mechanisms of motivation and improvement question. Promote intrinsic motivation and ensure active lifestyles. The purpose of this research was to explore the relationships among perceptions of teacher’s feedback, goal Orientations, and P.E. participating motivation, based on Cognitive Evaluation Theory and Self-determination Theory (Deci& Ryan, 1985; 1991). One hundred and four 8th grades recruited from three junior high schools of Taipei County served as participants. The research equipments included Perceptions of Teacher’s Feedback, Goal orientations, and motivation types of physical education. The data were analyzed by Person’s correlations. The findings were as follows: (1) The questionnaire quantity form presents a related data, after the correlation between " intrinsic motivation ", " identified regulation " and " introjected regulation " on this" perceptions of teacher’s feedback " factor. (2) The questionnaire quantity form presents a related data, after the correlation between " intrinsic motivation ", " identified regulation " and " introjected regulation " on this" goal orientation " factor. In other words, when intrinsic motivation for student is more high, for perceptions of teacher’s feedback accepts degree an opposite exaltation, students’ goal orientation also more high. Key work: Self-determination Theory, perceptions of teacher’s feedback, goal orientation, participating motivation自我決定理論教師回饋知覺目標取向參與動機Self-determination Theoryperceptions of teacher’s feedbackgoal orientationparticipating motivation