李碧霞陳秀娟Chen, Hsiu-Chuan2019-08-282006-8-212019-08-282006http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0590051019%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/87715本研究旨在運用跨理論模式探討國中生的運動行為，瞭解國中學生運動行為階段的分布情形及其相關因素。以屏東縣國中學生為研究對象，採叢集抽樣法，取得有效樣本共1,184人，並利用自填式問卷進行資料收集，所得資料以卡方檢定、t檢定、單因子變異數分析、單因子多變項變異數分析、薛費氏事後比較、Games-Howell事後比較等統計方法進行分析。重要結果如下： 一、研究對象的運動行為階段以準備期（52.1%）最多，其次為維持期（18.4%）、行動期（12.4%）、意圖期（10.0%），無意圖期（7.1%）最少。 二、研究對象會因年級、性別、族群、自覺健康狀況、有無受傷經驗、有無參加運動校隊和有無參加運動社團等因素在運動行為階段上有顯著差異。 三、研究對象的年級愈低、男生、客家人、自覺健康狀況非常好、有運動傷害經驗、有參加學校運動校隊、有參與運動社團者，有較高的運動自我效能。 四、研究對象是二年級、原住民族、自覺健康狀況好、課業表現在1~10名、有運動傷害經驗、有參加學校運動校隊、有參加運動社團者，有較高的知覺運動利益。 五、研究對象是三年級、女生、一般平地生、自覺健康狀況非常不好、無運動傷害經驗、無參加學校運動校隊、無參加運動社團者，有較高的知覺運動障礙。 六、研究對象是男生、原住民族、自覺健康狀況非常好、有運動傷害經驗、有參加學校運動校隊、有參加運動社團者，有較高的運動社會支持。 七、不同運動行為階段的研究對象，在運動自我效能、知覺運動利益和運動社會支持方面，有顯著差異存在，且運動行為階段愈高階者，其運動自我效能、知覺運動利益和運動社會支持愈高。 八、不同運動行為階段的研究對象，在知覺運動障礙方面有顯著差異，且運動行為階段愈高階者，其知覺運動障礙愈低。 依據研究發現，針對學校推廣運動教育與未來研究方向提出建議，以作為提昇國中學生運動行為之參考。The study was to understand the distribution of the stages of exercise behavior change and the related factors among junior high school students through applying the Transtheoretical Model. The subjects of this survey were selected from junior high school students in the Pingtung county by using the cluster sampling method, and the effective sample was 1,184 students. The data were collected with the self-reported questionnaires and were analyzed by Chi-square test, t-test, one-way ANOVA, one-way MANOVA, Scheffe’s post hoc test and Games-Howell post hoc test. The results of this research were as follows: 1.The distribution of the stages for exercise behavior took the most part in preparation (52.1%). Others were in maintenance (18.4%), action (12.4%), contemplation (10.0%), and the least part in Precontemplation (7.1%). 2.The subjects have significant differences in grade, gender, ethnicity, perceived health condition, exercise injury experiences, athletic team and athletic organization across the stages of behavior change. 3.The subjects that were younger grade students, boys, Hakka, perceived health condition very good, had exercise injury experiences, joined in the athletic team and took part in the athletic organization; they showed the higher exercise self-efficacy. 4.The subjects that were eighth grade, and native Taiwanese students, perceived health condition good, had exercise injury experiences, had class performance in the top 10, joined in the athletic team and took part in the athletic organization; they had the higher exercise benefits. 5.The subjects that were ninth grade students, girls, and general ethnicity,perceived health condition very bad, never had exercise injury experiences, never joined in the athletic team and never took part in the athletic organization; they represented the higher exercise barriers. 6.The subjects that were boys, and native Taiwanese students, perceived health condition very good, had exercise injury experiences, joined in the athletic team and took part in the athletic organization; they had the higher exercise social support. 7.The subjects in the different stages of exercise behavior had significant differences in the exercise self-efficacy, exercise benefits and exercise social support. Exercise self-efficacy, exercise benefits, and exercise social support scores increased at each level from the precontemplation through to the maintenance stage. 8.The subjects in the different stages of exercise behavior had significant differences in the exercise barriers. Exercise barriers scores decreased at each level from the precontemplation through to the maintenance stage. According to the finding of this study could present as references for improving school exercise eduction to promotion the exercise behavior among junior high school students and further research in this field.跨理論模式運動行為國中學生Transtheoretical ModelExercise behaviorJunior high school students