吳崇旗Wu, Chung-Chi王正宇Wang, Cheng-Yu2024-12-172029-01-292024https://etds.lib.ntnu.edu.tw/thesis/detail/a4ffa2fdbece4818af5de91bbe2a0037/http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/122357本研究旨在探討戶外教育指導員自我概念、指導信念、指導成敗歸因及其指導自我效能關係模式之建構。首先，以文獻分析法探討自我概念、指導信念、指導成敗歸因與指導自我效能相關理論，其次，在實證研究方面，採用量化問卷調查研究法，以蕭秋祺（2010）發展之「國中體育教師自我概念、教學信念、教學成敗歸因及其教學自我效能之線性關係研究」為研究工具，徵得原作者同意後修改量表以符合本研究之研究目的及研究對象，並邀請專家學者及實務工作者進行內容修訂。在量表預試階段，以項目分析與信度考驗，建構良好信、效度之「戶外教育指導員自我概念、指導信念、指導成敗歸因及其指導自我效能關係模式之建構」量表。量表修訂完成後，進行正式量表施測，研究者以問卷調查法瞭解戶戶外教育指導員為研究對象，共得有效問卷437份。回收之資料以SPSS23.0與AMOS23.0進行統計分析，使用描述統計分析、獨立樣本t考驗、單因子變異數分析、相關性分析、驗證性因素分析、結構方程式模型等統計方法。本研究亦針對量化研究結果，後輔以訪談七位資深戶外教育指導員，結合實務經驗以厚實本研究結果，本研究主要發現如下：一、戶外教育指導員的自我概念、指導信念、指導成敗歸因與指導自我效能會因性別、教育程度、年齡、指導戶外教育工作年資、職業類別不同而略有差異。二、戶外教育指導員自我概念與指導信念、指導成功歸因與指導自我效能具有中、低度正相關，但與指導失敗歸因相關性甚低。三、戶外教育指導員指導信念與指導成功歸因及指導自我效能有中、低度正相關，但與指導失敗歸因相關性甚低。四、戶外教育指導員指導成功歸因與指導自我效能有中、低度正相關，但指導失敗歸因與指導自我效能相關性甚低。五、建構戶外教育指導員自我概念、指導信念、指導成敗歸因及其指導自我效能關係模式，具有良好適配度，變項間具結構關係。六、受訪戶外教育指導員認為指導成敗歸因中的內在、外在與參與者因素都會影響指導成功或指導失敗，依情況不同而影響程度有差異。本研究依據研究結論，並提出對指導員及實務應用與後續研究之建議，以作為提升戶外教育指導員自我概念及指導經驗之參考。This study aims to explore the construction of the relationship model between outdoor education instructors' self-concept, instructional beliefs, attribution of success and failure in instruction, and instructional self-efficacy. Firstly, through a literature review, theories related to self-concept, instructional beliefs, attribution of success and failure in instruction, and instructional self-efficacy were examined. Secondly, in the empirical research, a quantitative questionnaire survey method was employed. The research tool used was the "Linear Relationship Study on Self-Concept, Instructional Beliefs, Attribution of success and failure in instruction, and Instructional Self-Efficacy of Junior High School Physical Education Teachers" developed by Hsiau Chiou-Chi (2010). The questionnaire was modified with the consent of the original author to align with the research objectives and subjects of this study. Experts, scholars and practitioners were invited to revise the content. During the pilot test phase, the "Construction of the Relationship Model between Outdoor Education Instructors' Self-Concept, Instructional Beliefs, Attribution of Success, and Instructional Self-Efficacy" scale was developed with item analysis and reliability test, demonstrating excellent reliability and validity. After the revision of the scale, the formal survey was conducted using the questionnaire survey method to investigate outdoor education instructors. A total of 437 valid questionnaires were collected. The retrieved data was analyzed statistically using SPSS 23.0 and AMOS 23.0, applying descriptive statistical analysis, independent sample t-tests, one-way ANOVA, correlation analysis, confirmatory factor analysis, structural equation modeling and other statistical methods. In addition to the quantitative research results, this study also conducted follow-up interviews with seven experienced outdoor education instructors, combining theirpractical expertise to enrich the research findings. The main findings of this study are as follows:1. Outdoor education instructors' self-concept, instructional beliefs, attribution of success and failure in instruction, and instructional self-efficacy show slight differences based on gender, educational level, age, years of experience in outdoor education instruction, and occupational category. 2. There is a moderate to low positive correlation between outdoor education instructors' self-concept and instructional beliefs, attribution of success and instructional self-efficacy, but a low correlation with attribution of failure. 3. There is a moderate to low positive correlation between outdoor education instructors' instructional beliefs and attribution of success, as well as instructional self-efficacy, but a low correlation with attribution of failure. 4. The success attribution of outdoor education instructors is positively correlated with their instructional self-efficacy at moderate to low levels, whereas the correlation between failure attribution and instructional self-efficacy is notably low. 5. The construction of the relationship model between outdoor education instructors' self-concept, instructional beliefs, attribution of success and failure in instruction, and instructional self-efficacy shows a good fit and structural relationship among variables. 6. The interviewed outdoor education instructors believe that internal, external, and participant factors within the attribution of success and failure in instruction will influence instructional success or failure, with varying degrees depending on the circumstances. Based on the research findings, this studyprovides suggestions for instructors, practical applications and further research as references for enhancing outdoor education instructors' self-concept and instructional experience.戶外教育指導員自我概念指導信念指導成敗歸因指導自我效能outdoor education instructorsself-conceptinstructional beliefsattribution of success and failure in instructioninstructional self-efficacy學術論文