黃金柱吳榮達2019-09-052009-6-102019-09-052008http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0594043309%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/105365臺北市大同區國中生參與休閒服務學習動機之研究 摘　　要 本研究旨在探討臺北市大同區國中生參與休閒服務學習動機情形，以大同區六所公立國中學生七、八、九年級為研究母群體。研究 的結果將提供有關休閒活動推廣的相關單位，作為休閒服務學習之規劃、設計、輔導及教育時有所參考。採用問卷調查法，內容包含：基本資料、參與休閒活動現況、服務學習動機量表。查期間共發放問卷620份，回收620份，其中有效問卷612份，有效問卷達98.7％。回收之有效樣本依研究目的及驗證假設之需，分別採用描述統計、項目分析、探索性因素分析、獨立樣本t考驗、獨立樣本單因子變異數分析等統計方法，進行資料處理，結果發現參與休閒活動現況以有參加590人次，佔96.4%，沒有參加22人次，參與者與未參與者達顯著差異；不同性別的受試者在自我效能服務認知、參與動機、兩個構面有達到顯著差異；培養能力服務認同無達顯著相關；不同年級受試者對於服務學習動機各構面無顯著差異；不同背景社經地位受試者在「參與動機」構面達到顯著差異；另外在「自我效能服務認知」、「培養能力服務認同」等構面，無明顯著差異。 關鍵詞：休閒活動、服務學習、休閒服務學習、參與動機A Study on the Motivation of Participating Recreation Service Learning for the Junior High School Students on Datong District, Taipei City Abstract The purpose of this study was to investigate the motivation of junior high school students’ participation in the recreation service learning for Datong District, Taipei City. The research population was the 7th, 8th and 9th graders in the six municipal junior high schools in Datong District. The results of the research would provide the affiliated organizations with certain information on planning, designing, conducting and educating related recreation service learning. The questionnaire survey was adapted. It concluded the basic data, the investigation on the situation of participating in leisure activities and the service learning motivation inventory. A total of 620 questionnaires were distributed and 620 questionnaires were retrieved. A total 612 questionnaires were valid and the rate of valid question naives was 98.7%. According to the research purpose and the tests of the hypotheses, various statistics methods were used, that is, descriptive statistics, item analysis, Exploratory Factor Analysis, independent sample t-test and one-way independent ANOVA. The results showed that 590 interviewees, 96.4%, participated leisure activities and 22 interviewees didn’t. That is, a significant difference was showed. The significant gender differences on self-efficacy service cognition and participating motivation. The significant difference on cultivating abilities of service cognition was not found. The significant difference was not found on the various aspects of service learning motivation in different grades. The significant difference was shown on the aspect of “participating motivation” with different social economic background. In addition, on the aspects of “self-efficacy service recognition” and “cultivating ability service recognition”, no significant differences were found. Keywords: recreation activity, service learning, recreation service learning, participation motivation休閒活動服務學習休閒服務學習參與動機recreation activityservice learningrecreation service learningparticipation motivation