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1 ¹!!! u i i! KPVSOBM!PG!MFF.NJOH!JOTUJUVUF!PG!UFDIOPMPHZ! WPM/!34-!OP/!2-!KBOVBSZ!3123! vã Õ Ñå š Lien-Chung Lee Lee-Ming Institute of Technology Li-Hua Hsin æ Lung-Hwa University of Science and Technology Mu-Tun Su ¹h ì Tung Fang Design University såžjìává } u} Ÿ Â Ÿ Ÿ Ô Ðä e } ý ½ såžk Ô s æ ¹h ì ró Ÿ u àåž Û Û z l 1500 y } s 1378 y } i à 95% s ìdº åž ¹~ uâ Ÿ Ì Ÿ Ô Š Â Ÿ Ÿ Ô íä Â Ÿ Ÿ ÔÁ Ð ä e üä dº ¹Ù é î Ðä Ÿ Â Ô Abstract The main purpose of this study was to understand college students in physical education, physical education on perception of physical education and the satisfaction of the relevant factors of a typical path of the situation. In this study, 99

2 three tertiary institutions in Taiwan: Lung-hwa University, Lee-Ming Institute of Technology, Tung-Fang Design University and other tertiary students as a study conducted a questionnaire survey, the number of questionnaires: A total of 1,500 valid samples were recovered 1378, recall ratio 95%. After statistical analysis valid sample data and discussion, the results are as follows: First, college students perceived higher the physical education sports lower satisfaction. Second, the perceived satisfaction with physical education and physical education was negatively correlated. Third, the perceived satisfaction with sports and physical education canonical correlation analysis and Pearson correlation is the same. Key Words: physical education teaching, canonical correlation, perception, satisfaction 100

3 æ ê jâ ðý Pieter Tilstra 2003 Û Ý } 26 40% m Ÿ Ù 16 kõ z Á} Ÿ Á }p k Õ 80%Á m } m Ÿ Þ kh Õ Áj} Curtis & Mcteer 1999 Ÿ Á Ù} u k Ÿ ¹ hõ Â Á Ô à Ÿ ~ˆ Ÿ Ù Ÿ ý Ì jìáy Ÿ uá e Á Ù Ÿ ý ï Á Ø j Â Ÿ ¹ Houghton, Wheldall, & Merrett, 1988; Fernandez-Balboa, 1991; Edwards, 1993; Akiba, LeTendre, Baker, & Goesling, 2002 Ù Ÿ ý Feitler & Tokar, 1982 Lewis 1999 åž u} à à ¹ íä u} íï à ý Î e Lewis 1999 Kulinna, Cothran, and Regualos 2006 Øl u} íï à m ý Á { Á ¹ u} à à à ÇÁ à í ïá à ý Î e u Á Ô Ÿ Ù u u Ÿ Þ k Ÿ} } Ás ä½ Ùó } Ÿ Þ Á e Á Ô såžá Ô} à ý Ÿ Ø } Ù pó} Â Ÿ} à k Þ g ¼ pó} } såžjì uâ Ÿ Ÿ ÔÁä ½ uâ Ÿ Ÿ ÔÁý å Ò j Áåž dº u uâ Ÿ } Ÿ Ðä Ÿ e e s d Ÿ à ó Á À½Á k u ÁÀ½ e Áh Ù { à e åžáî å ý ä ½ m Ÿ Ÿ Ÿ e ï v à Ÿ ¹e e Ÿ s d f à à ÇÁ à íïá à u Ÿ â à u Ÿ~ Ê u Curtis & Mcteer 1999 åž } ¹ hõ Â Á Ô } uâ Ÿ e Ÿ ÔÁä ½Ùï ì æ wã Â Ÿ Ÿ Ô Ðä Â Ÿ Ÿ Ô Áý ½ Â Ÿ Ÿ Ô üä 101

4 æ i¾ æ såžëk Ô s Ì æ ¹h ì r ó Ÿ u àåž v h Û l 1500 y } i à 95% zì 1378 y u 852 u 526 æ Ã È såž Æ uº º 2008 uâ Ÿ { à } Æ õ Æd ó Æ k 7 Þ 5 4 g ¼ 6 Þ 2 ~ 2 3 y 3 ÆÁ d Æ Cronbach s α Ë.78~.95 v Æ ä Á é³ ÉÔ Æ Ÿ~ Ôe Ÿ~Ô Ô χ² df 436 χ²/df 11.7 GFI.90 NFI.90 NNFI.90 CFI.91 RFI.90 IFI.91 RMSEA.012 CN 56.2 v Æ Ÿ~ Ô Ô jê Ç Ø 2002 såž Â Ÿ Æ vdºe} dº ¹Õ d «à k 7 Þ 9 g ¼ 6 10 pó Æ s Æ Á d Æ Cronbach s α Ë.91~.95 Æ Cronbach s α Ë à.977 Æìd u Š Æ kìd 102 ÃÁe ~ Ôf~ ~ ~ Ù~ d d d Æv Â e Š Õ È såž g 2004 ³ 2000 š} ºÇ 2005 Ÿ Ô Æ s Æ Õz 40 dpó Æ ý } Ù Ÿ Ø d Æ v à ý 26 7 } Ù 8 Ÿ Ø 5 s Æ v } dº ÉÔd º} é³ Cronbach s α Ë } Ë.83~.96 Æ α Ë à.965 v Æ Ÿ~ÁÉÔ Ô Æìd u Š Æ kì d ÃÁe É É d d d Æ v Ô e Š e¼ såžk SPSS12.0 gà d º Ðä canonical correlation ev üä (Pearson correlation)dº uâ Ÿ ï ï ä» Ã Õ Ñå e¼

5 Ð ä È Ã Õ Ñ å» È Λ ò ò % di Ðä Ë Ðä Ë qh Pò *** *** *** p.05* p.01** p.001*** uæ Á dº ¹ Ðä dºë i p.001 Wilks Λ òà.917 Ðä Ë.230 ò Á à % Wilks Λ òà.968 Ðä Ë.150 ò Á à % Wilks Λ òà.990 Ðä Ë.097 ò Á à 8.817% u e Ðä Œnk Áä ³ Â Ÿ Ÿ Ô Ðä ¹ ~Æ v uæ Ðä dº ìænk ó Ðä Ë.05 k Á i ρ1.230(p.001 ρ2.150 p.001 ρ3.097 p.001 ó jì ó Ð} Â Ÿ Á ó Ð} χ1 nk Ÿ ÔÁ ó Ð} η1 Á 5.30% Ÿ ÔÁ ó Ð} η1 nk Á % Â Ÿ Ÿ Ôï dà 2.761% } Â Ÿ ó Ð } χ1 η1 Ÿ Ô Á 2.761% Â Ÿ Á ó Ð} χ2 nk Ÿ ÔÁ ó Ð} η2 Á 2.20% Ÿ ÔÁ ó Ð} η2 nk Á % Â Ÿ Ÿ Ôï dà.599% } Â Ÿ ó Ð} χ2 η2 Ÿ Ô Á.599% Â Ÿ Á ó Ð} χ3 nk Ÿ ÔÁ ó Ð} η3 Á.90 Ÿ ÔÁ ó Ð} η3 nk Á 8.817% Â Ÿ Ÿ Ôï dà.083% } Â Ÿ ó Ð} χ3 η3 Ÿ Ô Á.083% ª } ó ó Ð} Áï d zì 3.443% Â Ÿ } k Þ g ¼ pó u Ð} zn u Ÿ Ô ý } Ù Ÿ Ø pó Ô 3.443% ó Ð} nkâ 103

6 uâ Ÿ 7.400% Ðä eï òk ó ä ó n ó ó Ð} χ1 ä Ã à k Ë à.962 } k ó Ð} η 1 Ëw dãà ý } Ù Ÿ Øhï Ô Ë }-.622 k ä } Ÿ ØÙ ä } } ó Ð} dº jìù Ÿ Ô u Ë às n Â Ÿ Ã Ÿ Ô Š È Ã ñ ñã Ñå e¼ îè Ð } Ð } X χ1 χ2 χ3 Y η1 η2 η ý Ÿ Ø g ¼ } Ù l l % % ï ï ρ² ρ Ð} dºý kx χ1 χ2 Y η1 η2 à nkäl Ðdº ó Áý Â Ÿ jì ó Ð} χ1 Ÿ Ô ï ý } Ù Ÿ Ø pó Ø Ð} dºý 104

7 Ã Õ þå e¼ Â Ÿ pó Ô ï ä üä ¹ ä póä ~ ä Ë Š Â Ÿ pó ï Ë d ÔÁ d ý (r=-.204) } Ù(r=-.183) (r=-.146) Ÿ Ø(r=-.137) Â Ÿ Ÿ Ô íä u üä dº ¹ Ðä dº ¹Ù éá È Ã Õ þå îè Â Ÿ ý Ÿ Ø } Ù Ÿ Â Ÿ ý -.204** Ÿ Ø -.137**.532** } Ù -.183**.623**.698** **.741**.599**.689** *p<.05 **p<.01 ***p<.001 dº ¹nÂ Ðä eï ò k óä ó } } ó Ð} dº jìù Ÿ Ô u Ë às n Â Ÿ Ã Ÿ Ô Š Æ e nkäl Ðdº ó Áý Â Ÿ jì ó Ð} Ÿ Ô ï ý } Ù Ÿ Ø pó Ø z Â Ÿ pó Ô ï üä dº ¹ ä póä Â Ÿ Ÿ Ô Š íä n üä dº ¹ Ðä dº ¹Ù éá såž ¹ Lewis 1999 à u} í ï à ¹ íä ä u n u} Ÿ íï à Î Ô u Carlson 1998 ÁåžØl ~ u s Ÿ k æ ïì Ÿ 85 qà ï ½ n š Ÿ kró óáh Ù é Ÿ ï Ô } à u Ÿ ý h k d Ÿ u u Ÿ Á } ì f Š uíï àl kïš Ÿ Î ¹ Õ Ã Õ Ñå e¼ 105

8 såž ¹ 1. uâ Ÿ Ÿ Ô Š 2. Â Ÿ Ë às Ÿ Ôàí ä í Ë Ã Õ þå e¼ såž ¹ üä dº ¹ Ðä dº ¹Ù é íä } à d Ÿ Ÿ ý m Áä f u} íï à k d u e ¹ Õ såžk uàåž } ½ k} vì Ÿ ã } ü ³ s k } ŸÂ Ôä åž såžáå ž àâ Ÿ Ÿ Ô Ðä såž s Â Ÿ Ÿ Ôe ¹ kä } } Ô Õ åžã n åž i 1. jê 2001 åžh½ ì g v Ÿ 2. g 2004 pmq v u Â Ÿ Ûåž vp ý Ÿž g slà pm 3. š} ºÇ 2005 u Ÿ Ô åž u gâ SPSS ì u pmq º 5. Ç Ø 2002 dåž ìd º pmq Í 6. ³ 2000 º u Ÿ Ô Ûåž v Ÿ Ÿåž g slà 7. º º 2008 uâ Ÿ { à } Æ Ÿ 41,3 8. Akiba, M., LeTendre, G.K., Baker, D.P., & Goesling, B Student victimization: National and school system effects on school violence in 37nations. merican Educational Research Journal, 39, Carlson, L 1998.Current status of basic instruction program in physical education at American college and universities. Journal of physical education recreation and dance, 9, Curtis, J., & McTeer, W Exploring effects of sport experiences on sport participation in later life. Sociology of Sport Journal, 16, Edwards, C.H Paradigms for research on teacher effectiveness. Review of Research in Education, 5, Feitler, F., & Tokar, E Getting a handle on teacher stress: How bad is the problem? Education Leadership,39,

9 13. Fernandez-Balboa, J. M Beliefs, interactive thoughts, and actions of physical education student teacher regarding pupil misbehaviors. Journal of Teaching in Physical Education, 20, Houghton, S., Wheldall, K., & Merrett, F Classroom behavior problems which secondary school teachers say they find most troublesome.british Educational Research Journal,14, Kulinna, P. H., Cothran. D. J., & Regualos. R Teachers reports of student misbehavior in physical education, Research Quarterly for Exercise and Sport, 77 1, Lewis, R Teachers coping with the stress of classroom discipline. Social Psychology of Education, 3, Pieter Tilstra s Ô Ÿ å v Ÿ 107

Microsoft Word - 103Pan doc

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