Publication:

臺南市國民中學體育班學生就讀動機、學習適應及升學意願之研究

本研究旨在探討臺南市國民中學體育班學生就讀動機、學習適應及升學意願之差異性相關情形。研究以101學年度臺南市國中體育班學生為研究對象，採問卷調查法，共發500份問卷，回收有效問卷437份，回收有效問卷率達87.4%，根據實際調查所得的資料，以描述性統計（次數分配百分比、平均數、標準差）、單因子多變量變異數分析、雪費（Scheffe）事後比較、路徑分析等統計方法進行資料分析，經過分析結果獲得以下結論：

一、不同學校、性別、訓練年資、每週體育術科節課、每天自習讀書時間、每天運動訓練時間之體育班學生在就讀動機方面有顯著差異。

二、不同學校、性別、就讀年級、訓練地點、訓練年資、每週體育術科節課、每天自習讀書時間、每天運動訓練時間之體育班學生在學習適應方面有顯著差異。

三、不同學校、性別、每週體育術科節課、每天運動訓練時間之體育班學生在升學意願方面有顯著差異。

四、就讀動機對學習適應具有正向之影響；就讀動機對升學意願（體育班）具有正向之影響；學習適應對升學意願（體育班）具有正向之影響。

The purpose of this study was to investigate the differences and relationships among study motivation,learning adaptation and intention to enter higher education for student-athletes studying in Junior High School athletic program in Tainan City.

Subjects for this study were students of Junior High School athletic program enrolled in 2012. The data was collected by questionnaires to all Junior high student-athletes of Tainan City. Of the 500 questionnaires, 437 were valid responses corresponding with a 87.4% return rate. The descriptive statistics, one-way MANOVA, Scheffe’s methods, and path analysis were then utilized to analyze the data. The results were summarized as following：

1.There were significant differences in studentstudy motivation of the different school, gender, years of training, classes of physical training every week, everyday self-study time everyday, everyday exercise training time.

2.There were significant differences in learning adaptation of the different school, gender, grade, training location, years of training, classes of physical training every week, everyday self-study time everyday, everyday exercise training time.

3.There were significant differences in student intention to enter higher-education of the different school, gender, classes of physical training every week, everyday exercise training time.

4.Study motivation has significantly positive effect on learning adaptation, motivation has significantly positive effect on intention to enter higher-education, and learning adaptation has significantly positive effect on intention to enter higher-education.