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1.
依据舒适性理论与计划行为理论,通过文献资料调研与深度访谈,梳理运动休闲乡镇的舒适性要素,构建运动休闲乡镇吸引人才的理论框架。该理论框架表明,运动休闲乡镇吸引人才的要素包含运动休闲乡镇舒适性、迁移态度、主观规范、知觉行为控制、迁移意愿和迁移行为;其中,运动休闲乡镇舒适性分别与迁移态度、主观规范和知觉行为控制正向相关,迁移态度、主观规范和知觉行为控制分别与迁移意愿正向相关,知觉行为控制和迁移意愿分别与迁移行为正向相关。因此,运动休闲乡镇的舒适性有赖于自然与非自然要素的协同发展,且舒适性要素通过“引力”和“阻力”影响迁移者的迁移行为过程。 相似文献
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探讨影响大学生参与休闲体育行为意向的因素,采用问卷调研法对354名大学生进行测量,将影响大学生参与休闲体育的因素,运用计划行为理论与线性结构方程式统计分析,找出影响大学生参与休闲体育行为意向构面的影响力度。实证结果:态度、主观规范和知觉行为控制对行为意向有直接的显著影响,可以解释其参与休闲体育行为意向的0.37;情感性信念和工具性信念对态度有显著影响,可以解释其参与休闲体育态度的0.22;主体群和次体群对主观规范有显著影响,可以解释其参与休闲体育主观规范的0.35;便利条件和自我能力对知觉行为控制有显著影响,可以解释其参与休闲体育知觉行为控制的0.68。研究提出了提高大学生参与休闲体育的行为意向策略。 相似文献
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武汉高校在职中高级知识分子存在严重的“知而不行”现象,除行为线索外,知觉到的疾病易感性和严重性、健康信念中知觉到的障碍和益处、锻炼自我效能感均对体育锻炼行为产生显著影响,这一结果为相关部门采取措施改善该群体的健康状况提供依据。 相似文献
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研究运用文献资料法、调查法、访谈法等方法,以清华大学“马约翰”体育特长班为案例,提出了高水平中学生运动员培养的“金字塔”模型,即在选拔———培养———输送三个环节中,以“名校品牌”为支撑、依托大学和中学的“优良师资”、向普通高校高水平运动队输送“高水平中学生运动员”,并剖析了其办学模式的基本特征、存在问题及策略选择,旨在为“体教结合”创新发展提供有益思考,为高水平中学生运动员培养模式探索新路,为竞技体育可持续发展另辟蹊径。 相似文献
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通过在浙江省10所高校发放1000份问卷,使用SPSS11．5进行统计,描述了高校教师体力活动在无意图期、意图期、准备期、维持期、行动期五个阶段的分布特征。用行为变化跨理论模型进行分析,研究结果显示：高校教师的知觉体力活动利益（障碍）、自我效能、行为改变方法等13项社会心理变量在体力活动五个阶段均具有显著差异。在形成规律体力活动行为上,知觉体力障碍,知觉体力活动利益无显著贡献;体力活动的自我效能对形成规律体力活动有显著的贡献;体力活动改变方法的十个子变量中除情感唤起和社会解放两个变量外,意识唤醒、环境再评价、自我再评价、情景替代、帮助关系、强化管理、自我解放、刺激控制都有显著的贡献。 相似文献
6.
李桦 《沈阳体育学院学报》2011,30(4):38-41
运用计划行为理论,通过问卷调查法,探讨我国城市居民从事慢跑、羽毛球、游泳3项休闲运动的行为意图,了解其休闲运动态度、主观规范、知觉行为控制对行为意图的影响效果。结果表明:①不同参与程度的城市居民在知觉行为控制与行为意图上有显著性差异,而不同参与程度的城市居民在态度与主观规范上则无显著性差异,高参与频率组别明显高于低参与频率组别,显示高参与频率者较能掌握自我的能力与从事该项目运动的便利条件,且有较高的行为意图。②城市居民从事不同休闲运动的运动态度、主观规范知觉行为控制与行为意图显著相关,仅游泳和羽毛球获得验证,慢跑并未获得验证。③城市居民从事慢跑与羽毛球运动的行为意图,主要受态度与知觉行为控制所影响,主观规范未获显著性;而城市居民从事游泳运动的行为意图,主要受态度与主观规范所影响,知觉行为控制未达显著性。 相似文献
7.
李娜 《沈阳体育学院学报》2016,(4):66-72
基于计划行为理论探讨主观规范、知觉行为控制、观赛态度和观赛意向如何影响球迷的现场观赛。采用问卷调查法和数理统计法对707名球迷进行调查,并验证假设模型。结果显示:观赛态度、主观规范、知觉行为控制对观赛意向均有正向预测作用,且主观规范的预测作用最强;主观规范、知觉行为控制和观赛意向对球迷现场观赛具有正向预测作用。 相似文献
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在简介现代系统工程发展的基础上 ,引入了“大系统”的基本概念 ,综述了“大系统”理论的特征、分类和大系统的控制方法 ,提出了将“大系统”理论应用到竞技体育训练系统化 ,建立综合动态的训练机制和训练模式 ,最后对系统训练模式进行了分析和探讨。 相似文献
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运用“学生在校行为量表”和“教师领导行为量表”,对浙江省高校823名大学生进行调查。分析学生心理压力与知觉到的体育教师领导行为的关系。结果表明学生的心理压力与其知觉到的教师权威行为呈正相关,与民主行为呈负相关;提出了更新教师教育理念,对学生施以更多的民主行为,充分发挥学生的主体作用等建议。 相似文献
11.
Martin S. Hagger Nikos Chatzisarantis Stuart J.H. Biddle 《Journal of sports sciences》2013,31(9):711-725
The aim of the present study was to assess the influence of self-efficacy and past behaviour on young people's physical activity intentions using an augmented version of Ajzen's Theory of Planned Behaviour. We hypothesized that self-efficacy would exhibit discriminant validity with perceived behavioural control and explain unique variance in young people's intentions to participate in physical activity. We also expected that past physical activity behaviour would attenuate the influence of attitude, subjective norms, perceived behavioural control and self-efficacy on intention. The sample comprised 1152 young people aged 13.5 - 0.6 years (mean - s ) who completed inventories assessing their physical activity intentions, attitudes, subjective norms, perceived behavioural control, self-efficacy and past physical activity behaviour. A confirmatory factor analysis demonstrated that the constructs of the Theory of Planned Behaviour achieved discriminant validity. Furthermore, the measures of attitudes, subjective norms, perceived behavioural control and self-efficacy were significantly related to their respective belief-based measures, supporting the concurrent validity of the measures of the Theory of Planned Behaviour. A non-standard structural equation model demonstrated that attitude and self-efficacy were strong predictors of physical activity intention, but perceived behavioural control and subjective norms were not. Self-efficacy attenuated the influence of attitudes and perceived behavioural control on intention. Past behaviour predicted intention directly and indirectly through self-efficacy and attitude. The present findings demonstrate that young people with positive attitudes and high self-efficacy are more likely to form intentions to participate in physical activity. Furthermore, controlling for past physical activity behaviour revealed that the unique effects of self-efficacy and attitudes on young people's physical activity intentions were unaltered. 相似文献
12.
The aim of the present study was to assess the influence of self-efficacy and past behaviour on young people's physical activity intentions using an augmented version of Ajzen's Theory of Planned Behaviour. We hypothesized that self-efficacy would exhibit discriminant validity with perceived behavioural control and explain unique variance in young people's intentions to participate in physical activity. We also expected that past physical activity behaviour would attenuate the influence of attitude, subjective norms, perceived behavioural control and self-efficacy on intention. The sample comprised 1,152 young people aged 13.5 +/- 0.6 years (mean +/- s) who completed inventories assessing their physical activity intentions, attitudes, subjective norms, perceived behavioural control, self-efficacy and past physical activity behaviour. A confirmatory factor analysis demonstrated that the constructs of the Theory of Planned Behaviour achieved discriminant validity. Furthermore, the measures of attitudes, subjective norms, perceived behavioural control and self-efficacy were significantly related to their respective belief-based measures, supporting the concurrent validity of the measures of the Theory of Planned Behaviour. A non-standard structural equation model demonstrated that attitude and self-efficacy were strong predictors of physical activity intention, but perceived behavioural control and subjective norms were not. Self-efficacy attenuated the influence of attitudes and perceived behavioural control on intention. Past behaviour predicted intention directly and indirectly through self-efficacy and attitude. The present findings demonstrate that young people with positive attitudes and high self-efficacy are more likely to form intentions to participate in physical activity. Furthermore, controlling for past physical activity behaviour revealed that the unique effects of self-efficacy and attitudes on young people's physical activity intentions were unaltered. 相似文献
13.
方敏 《武汉体育学院学报》2011,45(4):52-56
683名中学生完成了行动计划问卷、计划行为理论问卷和自编锻炼行为问卷的测试。分析发现:行动计划在锻炼意图和锻炼行为之间起完全中介作用;行为控制感直接影响行动计划,且影响意图对行动计划和锻炼行为的预测力;整合的TPB模型可显著提高锻炼行为的解释力。该研究表明,行动计划是衔接TPB构念与锻炼行为的重要后动机变量,建议未来应以整合模型进行实验干预研究。 相似文献
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Achievement goals, perceived motivational climate, and students' self-reported mastery behaviors 总被引：1，自引：0，他引：1
Achievement goals and perceived motivational climate are two important constructs in achievement goal theory, and they play critical roles in student motivation and behavior Traditionally, these two constructs have been examined separately. The present study examined relationships between the two constructs and students' self-reported mastery behaviors as well as age-related differences. Three hundred eight students in 4th, 8th, and 11th grades completed questionnaires assessing their achievement goals, perceived motivational climate, and perceptions of their mastery behaviors. Results indicated that achievement goals and perceived motivational climate were related to students' self-reported mastery behaviors. However, the relations varied depending on the students' ages. The older students, compared to the younger ones, appeared to be inclined more toward ego orientation and the ego-involved climate. A multiple achievement goals perspective is recommended for future research on relationships among achievement goals, perceived motivational climate and achievement-related cognitions, and behaviors in physical education. 相似文献
16.
基于中西身体观的视角,阐释中西方"民本/邦本"观念下道德建构的不同历程。身体教育是道德建构的逻辑起点,中西方的道德建构殊途同归,都是通过有意识的身体活动解决生存问题,是对身体不断追问的过程。中西方"民本"与"邦本"的不同思想,与特定身体活动交融在一起,完成个人道德建构的历程。身体从个体空间走向公共空间就是走向"共在"的社会,并被感知和接受,"共在"使身体成为维系社会公德的纽带。身体在"权力"规训下承担服务政治共同体的责任,建构起代表整个国家的道德与精神。 相似文献
17.
Carla Meijen Marc V. Jones Paul J. Mccarthy David Sheffield Mark S. Allen 《Journal of sports sciences》2013,31(8):847-855
Abstract We explored the cognitive and affective components of the Theory of Challenge and Threat States in Athletes (TCTSA) using a cross-sectional design. One hundred and seventy-seven collegiate athletes indicated how they typically approached an important competition on measures of self-efficacy, perceived control, achievement goals, emotional states and interpretation of emotional states. Participants also indicated to what extent they typically perceived the important competition as a challenge and/or a threat. The results suggest that a perception of challenge was not predicted by any of the cognitive components. A perception of threat was positively predicted by avoidance goals and negatively predicted by self-efficacy and approach goals. Both challenge and threat had a positive relationship with anxiety. Practical implications of this study are that an avoidance orientation appeared to be related to potentially negative constructs such as anxiety, threat and dejection. The findings may suggest that practitioners and researchers should focus on reducing an avoidance orientation, however the results should be treated with caution in applied settings, as this study did not examine how the combination of constructs exactly influences sport performance. The results provided partial support for the TCTSA with stronger support for proposed relationships with threat rather than challenge states. 相似文献
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With the assumption that domain specificity would significantly influence students' motivation, our study was designed to investigate between- and within-domain relations of task value, perceived autonomy and competence, and achievement goal orientations across physical education and mathematics. Urban adolescents (N = 273, ages 12-14 years) completed questionnaires assessing these motivational constructs in both subjects. Based on our confirmatory factor analyses and fit indexes, all motivational constructs demonstrated strong subject specificity. Strengths of associations between physical education and mathematics differed by individual motivational constructs. Within-domain interrelations of these constructs were not consistent across physical education and mathematics. Our findings suggest that domain specificity in physical education plays a significant role in students' motivation. 相似文献
19.
Wendy M. Rodgers David Markland Anne-Marie Selzler Terra C. Murray Philip M. Wilson 《Research quarterly for exercise and sport》2013,84(4):527-539
This article examined the conceptual and statistical distinction between perceived competence and self-efficacy. Although they are frequently used interchangeably, it is possible that distinguishing them might assist researchers in better understanding their roles in developing enduring adaptive behavior patterns. Perceived competence is conceived in the theoretical framework of self-determination theory and self-efficacy is conceived in the theoretical framework of social-cognitive theory. Purpose: The purpose of this study was to empirically distinguish perceived competence from self-efficacy for exercise. Method: Two studies evaluated the independence of perceived competence and self-efficacy in the context of exercise. Using 2 extant instruments with validity and reliability evidence in exercise contexts, the distinctiveness of the 2 constructs was assessed in 2 separate samples (n = 357 middle-aged sedentary adults; n = 247 undergraduate students). Results: Confirmatory factor analysis supported the conceptual and empirical distinction of the 2 constructs. Conclusions: This study supports the conceptual and statistical distinction of perceived competence from perceived self-efficacy. Applications of these results provide a rationale for more precise future theorizing regarding their respective roles in supporting initiation and maintenance of health behaviors. 相似文献
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K. Andrew R. Richards Karen Lux Gaudreault Jenna R. Starck Amelia Mays Woods 《Physical Education & Sport Pedagogy》2018,23(4):445-459
Background: In many countries around the world, physical education (PE) has been identified as a marginalized subject. PE teachers have been found to feel negative consequences associated with marginality, such as stress, burnout, and early career attrition. Recent evidence also indicates that physical educators can develop a sense of perceived mattering both in relation the subject of PE and their role as that teacher of that subject. Less is known, however, about the relationship between perceived mattering and marginalization, and how teachers navigate social messages associated with each that they receive while teaching. Role socialization theory has emerged as an approach to studying teachers’ experiences in school environments, and can be used to understand their experiences with marginality and mattering.
Aims: The purpose of this study was to understand how the social environment of schools influences PE teachers’ perceptions of marginalization and perceived mattering, and how these two constructs interact.
Method: The investigation was conceptualized as an interview study, and framed using a social constructivist epistemology. Participants included 30 in-service PE teachers (16 males, 14 females) from the Midwest region of the US. Data were collected using in-depth qualitative interviews, and analyzed through a collaborative approach to data analysis that drew upon both inductive and deductive forms of analysis.
Results: Participants identified experiences with both perceived mattering and marginalization in their work, and noted that sometimes these messages were contradictory. Some participants felt the effects of marginalization as their discipline was viewed as a dispensable commodity that is only meaningful for the service it provides to other teachers (e.g. gives elementary classroom teachers a break for planning). Some of the teachers internalized their marginal status and began to see their primary function as supporting the work of teachers in other subjects. Nevertheless, the participants derived a sense of mattering by building relationships with colleagues, administrators, and students, and by advocating for the discipline. Teachers also felt validated when colleagues acknowledge their attempts to implement effective practices, but struggled when working with colleagues who are resistant to change.
Conclusions: PE teachers experience both marginalization and perceived mattering, which are shaped largely by social interactions within the school environment. This study specifically lends to the view of marginalization and perceived mattering as two constructs at opposite ends of a continuum, rather than a binary conceptualization. This suggests that it could be the summation of marginalizing experiences and those that promote mattering that lead physical educators to develop overall impressions of their role in schools. Furthermore, this study adds to the literature indicating that physical educators may eventually internalize feelings of marginalization when consistently told that they do not matter. This has implications related to the washout effect whereby teachers who no longer feel as if they are making meaningful contributions to children’s education may compromise their teaching practice. 相似文献