| 摘要: | 國中生在面對不同形式的壓力時，若能參與有益身心健康的休閒行為，不僅能紓解壓力、減少偏差行為出現，還可以幫助發掘潛能、學習新的技能，健全人格發展，達到多元學習目標。
本研究應用計畫行為理論(Theory of planned behavior, TPB) 探討國中生參與健康休閒行為意圖。透過問卷調查方式進行資料蒐集，共發放800份問卷，得到有效樣本774份，將回收資料以SPSS17.0版及AMOS21.0版套裝軟體進行結構方程模式分析，以檢驗本研究模型適配度與驗證假設，研究結果如下:
一、不同「年級」、「性別」、「補習」及「父親職業」的國中生在參與健康休閒行為各層面上均無顯著差異。不同「名次」、「零用錢」、「父學歷」、「母學歷」及「母職業」的國中生在參與健康休閒行為各層面上有部分差異。
二、國中生參與健康休閒行為之態度、主觀規範、知覺行為控制其構成信念與行為意圖具顯著正相關。
三、國中生參與健康休閒行為的「情感性信念」、「工具性信念」會正向顯著影響「行為態度」，「規範信念」、「順從動機」會正向顯著影響「主觀規範」，「控制信念」、「便利性知覺」會正向顯著影響「知覺行為控制」。
四、國中生參與健康休閒行為之態度、主觀規範、知覺行為控制會正向顯著影響行為意圖，而行為意圖會正向顯著影響國中生參與健康休閒的實際行為。
最後本研究依據建立之架構及實證結果，對家長、老師、學校與教育主管機關提出若干管理實務意涵及後續研究建議。
The academic performance pressure of Taiwan students is high. If junior high school students could participate with some healthy leisure activities when they face to all kinds of pressure, which might relieve their stress and reduce their deviant behaviors. There are other benefits, including help them to develop their potentials, learning new skills, strengthen their personality developments, and achieve multiple learning goals.
This study applied TPB (Theory of Planned Behavior) to discover students’ intention to participate with healthy leisure behaviors. The questionnaires were sent out to collect data, and received 774 valid samples within 800 questionnaires. Then process the data with SPSS17.0 and AMOS21.0 to analyze with structural equation model, in order to test the goodness of fit of this study and to verify hypothesis. The main conclusions of this study were as follows:
(1) There are no significant difference in all levels of different “grade”, “gender”, “attending in cram school” and “father’s occupation” of students’ intention to participate with healthy leisure behaviors. Besides, there are partial difference of different levels of “ranking at class”, “allowance”, “father’s educational background” and “mother’s educational background” and “mother’s occupation” of students' intention to participate with healthy leisure behaviors.
(2) There are significant positive correlations among attitudes of students’ participation with healthy leisure behaviors, subjective norms, perceived behavioral control, constitute belief and intention of behaviors.
(3) The “affectional belief”, “instrumentality belief” would have significant positive influence on “attitude”, “normative belief”. And “obedience motive” would have significant positive influence on “subjective norms”; the “control belief” and “awareness of convenience” would have significant positive influence on “awareness of behavior control”.
(4) The “attitudes”, “subjective norms”, “awareness of behavior control” of students' participation with healthy leisure behaviors, would have significant positive influence on their intention of behavior, as the intention of behavior would also have significant positive influence on their actual attending to healthy leisure activities.
In conclusion, this study proposes some practical implications and suggestions of following research, according to research structure and empirical results to parents, teachers, schools and education authorities. |
