趙叔蘋Chao, Shu-Ping2017-02-222025-07-302017-02-222017-02-22https://ir.ntus.edu.tw/handle/987654321/70629學位類別：碩士校院名稱：國立臺灣體育學院系所名稱：體育研究所畢業學年度：90年論文頁數：108頁中文摘要 　　本研究以Pelletier, Fortier, Vallerand, Tuson & Blais (1995)所修訂出來的運動動機量表「The Sport Motivation Scale,(SMS)」模式為基礎，以嘉義市幼稚園做預測調查，重新建立家長參與學齡前親子休閒活動動機量表之構面與題項。本項研究方法分三階段，首先以嘉義家職附托中班一班的31位家長作問卷調查，繼而拍攝並觀察幼兒在學校活動之現況，第三階段對本班幼兒進行訪談。根據調查所得資料以描述統計、獨立樣本t考驗﹙t-test﹚、單因子變異數分析、探索性因素分析、皮爾遜積差相關係數等統計方法處理，結果發現： 一、 經過資料的彙整，研究者將幼兒時較常見之利社會行為，分析、歸納為幫助行為，分享行為，合作行為等三類。 二、家長參與學齡前親子休閒活動之動機量表中，建構完成的四個構面為休閒新知（Cronbach α值為.8948）、休閒樂趣（Cronbach α值為.8093）、為了建立人際關係（Cronbach α值為.8305）、休閒體驗（Cronbach α值為.6982），計有18題項。 三、家長參與學齡前親子休閒活動的動機均非常高〈四個構面的平均數均在4以上〉，但對幼兒利社會行為的影響卻無顯著差異〈P<.05〉。然而這或雀□O班級的人數太少，以致無顯著差異。 四、從親子休閒活動的現況得知，週休二日是親子休閒活動最常安排的時段（58.1%）。 五、本研究中幼兒利社會行為不因家長教養方式、親子休閒活動的現況，而有顯著差異；但是在父母親的婚姻狀況對幼兒利社會行為的影響上，卻有極顯著差異〈P<.001〉，這是值得社會大眾重視之問題。 六、從觀察訪談中，發現家長與幼兒的互動認知是有相當程度的差距。 七、從問卷及幼兒訪談得知，雙方對親子休閒活動的參與均給予高度的肯定〈96%以上〉。 依本研究探討的相關文獻及調查結果，提出四點建議： 一、由於本研究所建構的問卷量表之總量表的Cronbach ㄚY數值為.9214，表示此問卷量表信度高，可作為未來相關研究的參考。 二、凡欲舉辦有關親子活動的學校、機關團體，其時段應以週休二日為宜。 三、家長需多透過各類活動的參與與幼兒進行雙向溝通與互動，以增進親子的情感及拉近親子之間的認知。 四、辦理親子休閒活動設計時，應以提昇幼兒利社會行為之活動設計為考量。Abstract 　　This research was based on “The Sport Motivation Scale (SMS)” modified by Pelletier, Fortier, Tuson & Blais (1995). After a pretest on two kindergartens in Chia-yi , new dimensions and items of parents’ motivation of participating in preschool parent-child recreation activities were defined. The research process consisted of three stages .The first stage is to distribute questionnaires to 31parents with kids in fours in the affiliated kindergarten of Chia-yi Home Economic Vocational High School . The second stage is to video-record and observe kids’ activities at school; The third stage is to interview kids in the class. According to the collected data analyzed by descriptive statistics, one-way ANOVA, and t-test, the results were as follows: 1. Analyzing the collected data, the researcher identified what is called presocial behavior as helping behavior, sharing behavior and cooperative behavior. 2. In the motivation Scale, four dimensions with eighteen items were investigated: recreation as learning activity (Cronbach α=.8948), to have fun (Cronbach α=.8093), to achieve broader interpersonal relationship(Cronbach α=.8305), need for rest and relaxation (Cronbach α=.6982). 3. Parents’ motivations of participating in preschool parent-child recreation activities were very high, but there are no statistical significant differences in kids’ presocial behaviors (P<.05). However, lack of significant differences here may result from too small a number of the kids in the research . 4. From the current situations of parent-child recreation activities, it was at 2-day-weekend that recreation activities were most often held （58.1%） . 5. In this research, there appeared no significant differences between prosocial activities of kids and present situations of parents-child recreation activities. However , there were highly significant differences between parents’ marital status and prosocial behavior(P<.001) and this was something worth noticing. 6. From the researcher’s observation and interview, parents’ cognition of recreation was quite different from that of the kids . 7. From the questionnaires and interview, both kids and parents give positive cognition of these activities (above96%). According to literature and results of this research , suggestions were presented as follows : 1. The high reliability of the questionnaires in this research (Cronbach?.9214) indicated that it may serve to be reference for follow-ups. 2. The most proper time for parent-child recreation activities held by schools or organizations was 2-day-weekend. 3. Parents may participate more in various activities so as to improve the relationship with their children and reduce their cognitive differences with theirs. 4. How to enhance children’s prosocial activities should be put into account in designing parent-child recreation activities.目　　次 第一章　緒論 　第一節　研究背景………………………………………………1 　第二節　研究目的………………………………………………3 　第三節　研究問題………………………………………………4 　第四節　研究範圍與限制………………………………………4 　第五節　名詞解釋………………………………………………6 第二章　文獻探討 　第一節　學齡前幼兒的心理社會發展理論……………………7 　第二節　休閒活動的意義與功能………………………………9 　第三節　親子休閒活動相關研究………………………………15 　第四節　休閒活動參與動機……………………………………18 　第五節　利社會行為探討………………………………………24 　第六節　父母教養方式的探討…………………………………32 第三章　研究方法 　第一節　研究架構及流程………………………………………35 　第二節　研究對象………………………………………………37 　第三節　研究方式………………………………………………37 　第四節　研究工具………………………………………………38 　第五節　資料分析方法…………………………………………49 第四章　結果與討論 　第一節　家長參與學齡前親子休閒活動現況對學齡前 　　　　　幼兒利社會行為之結果分析與討論…………………51 　第二節　家長參與學齡前親子休閒活動動機對學齡前 　　　　　幼兒利社會行為之結果分析與討論…………………56 　第三節　探討家長教養方式對學齡前幼兒利社會行為 　　　　　之結果分析與討論……………………………………63 　第四節　探討家長背景對幼兒利社會行為之結果分析 　　　　　與討論…………………………………………………66 　第五節　攝影記錄中有關兩位利社會行為的情形的情形……72 第五章　結論與建議 　第一節　結論……………………………………………………77 　第二節　建議……………………………………………………79 　第三節　後續研究………………………………………………79437190 bytesapplication/pdf利社會行為;親子休閒活動;參與動機prosocial Behavior;Motivation of Participating;Parent-Child Recreationthesis