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1.
以体育锻炼行为理论为依据,以陕西省高校参加体育休闲锻炼的女大学生为调研对象,建立了陕西省女大学生参加体育休闲锻炼行为的理论分析框架、概念模型和研究假设。研究发现,女大学生个体特征会影响女大学生的体育休闲锻炼动机、导致较高的自我效能,证明了体育休闲锻炼动机与自我效能性对女大学生个体特征有明显的传导作用。女大学生体育休闲锻炼动机的提升、女大学生对自我效能性的认识的增强有利于女大学生体育休闲锻炼承诺(锻炼坚持)的增加。 相似文献
2.
刘桂芳 《体育成人教育学刊》2009,25(3)
采用文献资料法、逻辑分析法等,从影响中学生体育锻炼行为的动机因素出发,试图说明中学生的体育动机是影响其体育锻炼行为的内在动力因素.中学生个体内在因素(自我效能、期望价值、目标设定)、体育兴趣和社会支持(父母影响、学校支持)是关注的焦点,这些因素对个体的自我认知系统起到重要的影响作用,进而影响其体育锻炼行为的产生. 相似文献
3.
身体锻炼自我效能感、目标自我一致对体质健康问题突出的大学生体育锻炼参与度的影响 总被引：1，自引：0，他引：1
探讨身体锻炼自我效能感对体质健康问题突出大学生体育锻炼参与度的作用机制,即身体锻炼自我效能感是否会通过目标自我一致的中介作用,对体质健康问题突出大学生的体育锻炼参与度产生影响.采用问卷调查的方法,研究样本来自于湖南8所高校的1624名体质健康问题突出的大学生.结果表明:(1)身体锻炼自我效能感、目标自我一致与体育锻炼参与度两两之间存在显著正相关;(2)身体锻炼自我效能感对目标自我一致、体育锻炼参与度有正向影响;(3)目标自我一致对体育锻炼参与度有正向影响;(4)目标自我一致在身体锻炼自我效能感与体育锻炼参与度之间具有完全中介作用,自主性动机在身体锻炼自我效能感与体育锻炼参与度之间具有部分中介作用,控制性动机在身体锻炼自我效能感与体育锻炼参与度之间的中介作用不显著. 相似文献
4.
影响青少年体育锻炼行为的动机因素研究 总被引：1，自引：0，他引：1
刘新兰 《沈阳体育学院学报》2006,25(6):53-54,57
从影响青少年体育锻炼行为的动机因素出发,试图说明青少年的体育动机是影响其体育行为的内在动力因素。青少年个体内在因素(自我效能、期望价值)、体育兴趣和父母影响是关注的焦点,这些因素对个体的自我认知系统起到重要的影响作用,进而影响其体育锻炼行为。 相似文献
5.
大连市高校“三对三”篮球赛队员参与和成就动机的调查研究 总被引：1，自引：0，他引：1
合理水平的运动参与动机和成就动机对个体的体育参与行为会产生良好的影响.采用文献资料法和问卷调查法,对参加大连市高校"三对三"篮球赛的队员进行参与动机和成就动机的调查研究,旨在寻找培养和指导大学生形成正确的体育动机和良好体育锻炼习惯的方法.研究表明:受试大学生在运动参与动机和运动成就动机上存在显著性差异,但不同年龄、训练年限、教育程度、父母不同职业的大学生篮球运动员的动机之间没有显著性差异. 相似文献
6.
马静 《天津体育学院学报》2004,19(1)
目标定向是描述一个人在体育活动中采用何种动机模式的一种理论,该理论将个体的目标定向分为两种,即任务定向和自我定向.目标定向的不同主要依赖于个体对能力来源的认识不同,任务定向的个体主要认为运动能力是后天的,而自我定向的个体主要认为运动能力是先天的.不同目标定向的个体在参与体育活动的目的认识上有很大不同.本研究的目的是比较不同性别的大学生在体育活动目的认识上的差异,以及目标定向与体育活动目的的关系. 相似文献
7.
我国职业排球俱乐部教练员现状调查 总被引：1，自引：0，他引：1
目标定向是描述一个人在体育活动中采用何种动机模式的一种理论,该理论将个体的目标定向分为两种,即任务定向和自我定向。目标定向的不同主要依赖于个体对能力来源的认识不同,任务定向的个体主要认为运动能力是后天的,而自我定向的个体主要认为运动能力是先天的。不同目标定向的个体在参与体育活动的目的认识上有很大不同。本研究的目的是比较不同性别的大学生在体育活动目的认识上的差异,以及目标定向与体育活动目的的关系。1研究对象与研究方法1.1研究对象本研究以236名大学一、二年级学生为调查对象,其中男生为141人,女生为95人,平均年龄… 相似文献
8.
本文主要探索大学生体育锻炼动机与自我控制能力之间的关系,深入探究体育锻炼动机现状与高校大学生自我控制能力的现状、差异等要素之间的关系,重点探究大学生体育锻炼动机与自我控制能力的相关性,为高等院校提供强化大学生体育锻炼动机、提升大学生自我控制能力的相应对策,为教育主管部门制定大学生参与体育活动的干预方案提供理论参考。 相似文献
9.
以绥化市1 288名普通高校大学生为研究对象,对大学生冬季体育锻炼行为、重视体育锻炼的程度、体育锻炼的动机、体育锻炼项目和冬季体育锻炼行为的影响因素进行了调查研究。结果显示：多数大学生能够参加体育锻炼,但经常参加体育锻炼的人数相对较少,男大学生参加锻炼情况明显好于女大学生;大部分大学生对体育锻炼的重视程度比较积极,对体育锻炼的重视程度越高,大学生越倾向于参与体育锻炼;大学生参加体育锻炼的主要动机是强身健体、兴趣爱好、休闲娱乐和提高自我形象;男生的锻炼项目主要为滑冰、跑步、雪地足球、篮球、滑雪、排球和游泳等,女生的锻炼项目主要为滑冰、跑步、羽毛球、健美操、乒乓球、排球、滑雪等项目;大学生冬季锻炼行为的主要影响因素表现在经济、学习、设施、天气、教师与家长认可等方面。 相似文献
10.
采用问卷调查法(体育锻炼参与量表、运动自我效能问卷、社会支持评定量表)分别对高校超重肥胖大学生群体和正常体重大学生群体进行问卷调查,研究高校超重肥胖大学生课外体育锻炼行为及其影响因素.研究发现,超重肥胖大学生人群在运动自我效能、体育认知、体育态度、体育信念等四个维度上的得分明显低于正常体重人群,提示以上四个因素可能是制约超重肥胖大学生人群经常参加课外体育锻炼的因素. 相似文献
11.
Papaioannou A Bebetsos E Theodorakis Y Christodoulidis T Kouli O 《Journal of sports sciences》2006,24(4):367-382
Little information exists about the causal relationships of sport and exercise participation with goal orientations, perceived athletic competence and intrinsic motivation in physical education. A longitudinal study was conducted involving 882 Greek students who completed questionnaires on three occasions: 3 - 5 weeks into the academic year, 3 - 6 weeks before the end of the academic year, and 7 months later. The data were analysed using structural equation models, controlling for age. Task orientation and intrinsic motivation in physical education at the beginning of the academic year predicted sport and exercise participation 7 and 14 months later. Perceived athletic competence both at the beginning and end of the academic year predicted sport and exercise participation 7 and 14 months later, while ego orientation did not predict sport and exercise involvement at either time. Previous sport and exercise participation had positive effects on task orientation and perceived athletic competence 3 - 6 weeks before the end of the academic year and predicted all cognitive-affective constructs 7 months later. These results imply that the cultivation of task orientation, intrinsic motivation in physical education and perceived athletic competence will help to promote sport and exercise participation in adolescence. 相似文献
12.
Athanasios Papaioannou Evaggelos Bebetsos Yannis Theodorakis Triantafyllos Christodoulidis Olga Kouli 《Journal of sports sciences》2013,31(4):367-382
Abstract Little information exists about the causal relationships of sport and exercise participation with goal orientations, perceived athletic competence and intrinsic motivation in physical education. A longitudinal study was conducted involving 882 Greek students who completed questionnaires on three occasions: 3 – 5 weeks into the academic year, 3 – 6 weeks before the end of the academic year, and 7 months later. The data were analysed using structural equation models, controlling for age. Task orientation and intrinsic motivation in physical education at the beginning of the academic year predicted sport and exercise participation 7 and 14 months later. Perceived athletic competence both at the beginning and end of the academic year predicted sport and exercise participation 7 and 14 months later, while ego orientation did not predict sport and exercise involvement at either time. Previous sport and exercise participation had positive effects on task orientation and perceived athletic competence 3 – 6 weeks before the end of the academic year and predicted all cognitive-affective constructs 7 months later. These results imply that the cultivation of task orientation, intrinsic motivation in physical education and perceived athletic competence will help to promote sport and exercise participation in adolescence. 相似文献
13.
青少年体育活动中的目标定向和自我决定理论: 年龄和性别的差异 总被引：17，自引：6，他引：11
以英格兰824名初中生为调查对象,主要考察了在目标定向、行为调节、能力知觉和体育活动参与情况上的年龄和性别差异,并且采用动机变量预测校外体育活动参与情况.研究结果呈现出明显的性别差异,男生有较高的自我定向、自我决定动机和能力知觉.与此一致的结果是男生比女生更喜爱体育活动.对男生来说,自我定向、自我决定动机和能力知觉是参加体育活动的正相关预测指标,而任务定向和无动机与体育活动参与没有关系.对女生来说,任务定向和能力知觉能够积极预测体育活动参与情况,而自我定向和无动机与体育活动的参与有负相关关系. 相似文献
14.
The relationship of task and ego orientation to sportsmanship attitudes and the perceived legitimacy of injurious acts 总被引：2，自引：0，他引：2
Nicholls's theory of achievement motivation (1989) assumes one's goal orientation in an achievement activity is consistent with one's views concerning what is acceptable behavior in that setting. The purpose of this study was to determine the relationship of a task and ego goal orientation (i.e., the tendency to focus on personal mastery or beating others, respectively) to sportsmanship attitudes and perceptions of the legitimacy of aggressive acts by testing this assumption in the context of interscholastic sport. Fifty-six male and 67 female high school basketball players completed a three-part questionnaire assessing (a) individual differences in goal orientation, (b) approval of "unsportsmanlike play/cheating," "strategic play," and "sportsmanship behaviors," and (c) subjective ratings of the legitimacy of intentionally injurious behaviors. All measures were basketball-specific. Results indicated a low task orientation and high ego orientation corresponded to an endorsement of unsportsmanlike play/cheating. Ego orientation positively related to the rating of aggressive acts as more legitimate. Gender differences in goal orientation, sportsmanship attitudes, and legitimacy ratings were observed. 相似文献
15.
上海市部分中学体育教学中学生的成就取向 总被引：1，自引：1，他引：0
对中学生成就取向的现状进行了深入分析，研究结果表明：上海市中学生体育课成就取向以任务定向为主，对体育课的积极情绪体验远高于消极情绪体验；高中学生的体育课成就动机和积极情绪体验与初中学生相比均呈下降趋势；中学生体育课任务定向水平和体育课积极情绪体验水平与课余体育锻炼频率呈正相关关系。有一半以上中学生的体育课任务定向水平和体育课积极情绪体验水平尚不足以对他们的体育锻炼行为产生足够的激活力量；经常参加课余体育活动，尤其是课余体育锻炼，可提高运动技能水平，加强学生与体育教师的交流和相互了解，有利于体育课任务定向水平和体育课积极情绪体验水平的提高， 相似文献
16.
Nikos Ntoumanis 《Journal of sports sciences》2013,31(6):397-409
The aim of this study was to examine the empirical links between achievement goal theory and self-determination theory in sport. Addressing theoretical and methodological limitations of previous research, the study tested the independent and interactive effects of goal orientations and perceived competence on seven motivational variables with different degrees of self-determination. Regression analyses of data collected from 247 British university students showed that task orientation predicted motivational variables with high self-determination. In contrast, ego orientation predicted motivational variables with low self-determination. Perceived competence predicted both high self-determined and low self-determined motivational variables. A significant interaction emerged between task and ego orientations in predicting external regulation. The results suggest the adaptive role of task orientation in facilitating self-determined motivation in sport. However, the findings are not conclusive, as the variance explained in most analyses was relatively small. Suggestions are offered for a more comprehensive empirical testing of the links between the two theories. 相似文献
17.
N Ntoumanis 《Journal of sports sciences》2001,19(6):397-409
The aim of this study was to examine the empirical links between achievement goal theory and self-determination theory in sport. Addressing theoretical and methodological limitations of previous research, the study tested the independent and interactive effects of goal orientations and perceived competence on seven motivational variables with different degrees of self-determination. Regression analyses of data collected from 247 British university students showed that task orientation predicted motivational variables with high self-determination. In contrast, ego orientation predicted motivational variables with low self-determination. Perceived competence predicted both high self-determined and low self-determined motivational variables. A significant interaction emerged between task and ego orientations in predicting external regulation. The results suggest the adaptive role of task orientation in facilitating self-determined motivation in sport. However, the findings are not conclusive, as the variance explained in most analyses was relatively small. Suggestions are offered for a more comprehensive empirical testing of the links between the two theories. 相似文献
18.
The present study examined relationships among variables drawn from achievement goal theory and the expectancy-value model of achievement choice as well as mean level changes of these variables over time in elementary physical education. Participants (N = 207) completed questionnaires over a 2-year period: once while in the second and fourth grades and again when they were in the third and fifth grades. Results indicated that achievement goals, expectancy-related beliefs, and subjective task values were related to one another and were predictive of children's intention for future participation in physical education. Children's subjective task values of physical education decreased over time. Children in Cohort 1 (across second to third grades) generally had stronger motivation for learning in physical education than children in Cohort 2 (across fourth to fifth grades). Findings suggest the importance of integrating achievement goal theory and the expectancy-value model of achievement choice in understanding student motivation. 相似文献
19.
In this study, we examined the main and interactive effects of students' goal orientations, perceived competence and perceptions of the motivational climate on the motivational styles advanced by self-determination theory. The participants were 328 British secondary school students aged 13.6 +/- 0.6 years (mean +/- s). Moderated hierarchical regression analyses revealed task orientation, perceived competence and perceptions of a mastery climate to be positive predictors of self-determined styles of motivation. Perceived competence in physical education was negatively associated with amotivation. Significant interaction effects for mastery climate x task orientation and for ego orientation x perceived competence emerged. The results indicate that: (1) for students endorsing a high task orientation, the perception that the class climate was high in mastery cues was associated with increased intrinsic motivation; and (2) for students high in ego orientation, the belief that one was competent increased, while perceptions of incompetence attenuated intrinsic motivation. Additionally, a three-way interaction between ego orientation, performance climate and perceived competence emerged. In light of achievement goal and self-determination frameworks, we propose that studying the potential interplay between both individual and situational goal perspectives and the moderating effect of perceived competence may further enhance our understanding of motivation in physical education. 相似文献
20.
In this study, we examined the main and interactive effects of students' goal orientations, perceived competence and perceptions of the motivational climate on the motivational styles advanced by self-determination theory. The participants were 328 British secondary school students aged 13.6±0.6 years (mean±s). Moderated hierarchical regression analyses revealed task orientation, perceived competence and perceptions of a mastery climate to be positive predictors of self-determined styles of motivation. Perceived competence in physical education was negatively associated with amotivation. Significant interaction effects for mastery climate×task orientation and for ego orientation×perceived competence emerged. The results indicate that: (1) for students endorsing a high task orientation, the perception that the class climate was high in mastery cues was associated with increased intrinsic motivation; and (2) for students high in ego orientation, the belief that one was competent increased, while perceptions of incompetence attenuated intrinsic motivation. Additionally, a three-way interaction between ego orientation, performance climate and perceived competence emerged. In light of achievement goal and self-determination frameworks, we propose that studying the potential interplay between both individual and situational goal perspectives and the moderating effect of perceived competence may further enhance our understanding of motivation in physical education. 相似文献