呂昌明博士張碧芳Chang, Pi-Fang2019-08-282004-07-102019-08-282004http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G00H0052009%22.&%22.id.&amp;http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/87386本研究旨在應用跨理論模式來瞭解大專女生的運動階段及其相關因素。以醒吾技術學院五專部之女學生為研究對象，採分層集束抽樣法抽樣，並利用自填式問卷進行資料收集，最後取得有效樣本852人，回收率為90.2﹪。所得資料以t-test、卡方檢定、單因子變異數分析、薛費式事後多重比較、單因子多變項分析等統計方法進行分析。重要結果歸納如下： 一、研究對象的運動階段以準備期最多佔45.7％，其次是無意圖期佔25.6％，意圖期佔20％，而行動期與維持期人數較少分別佔4.5％及4.3％。 二、歸屬於五個不同運動階段的研究對象，會因為年級、住宿狀況、參與運動社團及自覺健康狀況的不同而有顯著差異。 三、歸屬於五個不同運動階段的研究對象，在知覺運動利益上有顯著差異存在，其中無意圖期的知覺運動利益得分低於其他各階段。 四、歸屬於五個不同運動階段的研究對象，在知覺運動障礙上有顯著差異存在，且無意圖期＞意圖期＞準備期＞行動/維持期。 五、歸屬於五個不同運動階段的研究對象，在知覺運動障礙上有顯著差異存在，且無意圖期＞意圖期＞準備期＞行動/維持期。 六、歸屬於五個不同運動階段的研究對象，在使用十項運動改變方法的頻率上有顯著差異存在，其中無意圖期在使用運動改變方法上，無論是經驗認知層面或行為層面，皆少於其他各期。 七、整體而言，歸屬於五個不同運動階段的研究對象，在知覺運動利益、知覺運動障礙、運動自我效能及十項運動改變方法等十三個社會心理因素上，有顯著差異存在。 依據研究發現，針對學校衛生實務與未來研究方向提出建議，以作為提昇大專女生運動行為之參考。The main purpose of this study is to investigate the stages of exercise behavior change and their relationship among junior college female students through application the transtheoretical model (TTM). The subjects of this survey were selected from junior female students in the Hsing Wu College. By using a stratified cluster sampling method, 852 respondents（90. 2％ response rate）was selected to participate in the survey. The data were collected with a self-administered questionnaires. Chi-square test, t-test, one-way ANOVA, and one-way MANOVA were used to analyze the data. The results of this research were as follows: 1. In stages of exercise behavior change, 25.6% of the subjects are in Precontemplation, 20% in Contemplation, 45.7% in Preparation, 4.5% in Action, and 4.3% in Maintenance. 2. Grade, residence, participated in exercise team, perceived health status were significantly related to stages of exercise behavior change. 3. In perceived benefits of exercise, there are significant differences among subjects of the five stages of exercise behavior change, Precontemplation was the lowest score. 4. In perceived barriers of exercise, there are significant differences among subjects of the five stages of exercise behavior change, namely, Precontemplation > Contemplation > Preparation> Action/ Maintenance. 5. In self-efficacy for exercise, there are significant differences among subjects of the five stages of exercise behavior change, that is, Precontemplation< Contemplation < Preparation < Action / Maintenance. 6. The variables of 10 strategies of processes of change were significantly related to the stages of exercise behavior change. Those in the Precontemplation group use each process of change significantly less than those in other stages, either in experiential processes or in behavioral processes. 7. All in all, the 13 variables of TTM structure, including perceived benefits of exercise, perceived barriers of exercise, self-efficacy for exercise, and 10 strategies of processes of change, made significant differences to distinguish stage from stage. According to the finding of this study could present as references for school health practice to promotion the exercise behavior among junior female students and further research in this field.跨理論模式運動行為大專女生運動階段Transtheoretical model (TTM)exercise behaviorjunior college female studentsstages of exercise