原名「台灣學術線上」
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題名:目標來源、目標難度與性別對大專學生游泳之工作表現及內在動機的影響     (32點)
The Effect of Goal-source, Goal-Difficulty and Gender on College Students' Swimming Task Performance and Intrinsic Motivation
著者:林紀玲(Chi-Ling Lin)
出版地區:台灣
出版城市:屏東縣
學科:人文綜合 ; 社科綜合
關鍵字:目標來源 ; 目標難度 ; 性別 ; 工作表現 ; 內在動機 ; goal-source ; goal-difficult ; gender ; task-performance ; Intrinsic Motivation
刊名:大仁學報
頁碼:229-244
語言:繁體中文
摘要: 中文摘要PDF ; 英文摘要PDF

本研究的主要目的為:一﹒探討目標來源、目標難度及性別對工作表現的影響。二﹒探討目標來源、目標難度及性別對內在動機的影響。以永達技術學院學生2 70名(男生13 7名,女生13 3名)為研究的受試者。並以游泳為實驗的項目。將學生依目標來源、目標難度與性別(A x B x C)分配至各組。本研究所採用的工其為:內在動機量表。蒐集的資料以三因子變異數分析來驗證所有假設的問題。本研究結果如下:一、目標來源、目標難度與性別對游泳表現的影響: (一)目標來源、目標難度與性別三者對游泳表現有交互作用的影響。1.當設定的目標難度逐漸升高時,男性在自設目標、參與目標,及女性在自設目標、參與目標、分派目標的情況下,均能依難度的升高而有較佳的游泳工作表現。2 .在不同的目標來源之下,男性在困難目標峙,自設目標組較參與目標組及分派目標組的表現為佳;女性則在中等目標時,自設目標組較參與目標組的表現為佳。3 .男性與女性在游泳表現的比較上,在參與和容易目標時、參與和中等目標時,男性的游泳表現均較女性為佳。而在自設與困難目標時、分派與中等目標時、分派與困難目標時,女性的游泳表現較男性為佳。(二)目標來源對工作表現影響的結果,顯示有差異存在,分派目標與自設目標均對參與目標達顯著水準。(三)目標難度對工作表現影響的結果,顯示目標難度愈高者,其工作表現愈佳,並達顯著水準。(四)性別對工作表現影響的結果,顯示無差異存在。二、目標來源、目標難度與性別對內在動機的影響: (一)目標來源、目標難度與性別三者對內在動機有交互作用的影響:1.男性在不同來源與不同難度時,僅在困難目標時,自設目標組較參與目標組有較佳的內在動機。2 .女性在不同來源與不同難度時,在容易目標時,分派目標組較自設目標組有較佳的內在動機。在困難目標時,參與目標組較分派目標組有較佳的內在動機。在參與目標時,困難目標組的內在動機較中等目標組為佳。3 .男性與女性的比較上,在自設與容易目標時、自設與困難目標時、參與和中等目標峙,男性較女性有較高的內在動機。(二)目標來源對內在動機影響的結果,顯示有差異存在,自設目標與參與目標達顯著水準。(三)目標難度對內在動機影響的結果,顯示有差異存在。但在事後比較結呆上,三者之問無顯著差異存在。(四)性別對內在動機影響的結果,顯示無差異存在。
This study is mainly designed to: I. explore the effect of the goal-source, goaldifficulty and gender on the swimming task performance and IT. analyze the effect of the goal-source, goal-difficulty and gender on the intrinsic motivation. The examinees of this study were chosen from 270 students of the Yung-Ta Institute of technology & Commerce (137 Males and 133 Females) against the test item of swimming. The students are assigned to each section, subject to the goal-source, goal-difficulty and gender (Ax Bx C). The instrument adopted in this study is the Intrinsic Motivation Inventory. The collected data is analyzed by three-way ANOYA for the purpose of verifying all hypothesized problems. The study results are listed as follows: I. The effect of the goal-source, goal-difficulty and gender on the swimming task performance. (I )there is interactive effect of the goal-source, goal-difficulty and gender on the swimming task performance. 1. When the set goal becomes more and more difficult, the male students can achieve better swimming task performance when the difficulty rises up in terms of the self-set and participatively-set goals, so can the female students in terms of the self-set, participatively-set, assigned goals. 2. With different goal sources, the male students in the self-set goal section would perform better than those in both the participatively-set and assigned goal section, in case of the difficulty goal, while the female students in the self-set section would carry out better performance than those in the participatively-set goal section, in case of the moderate goal. 3. By comparing the swimming performance between the male and female students, the males perform better than the females in event of both the self-set & easy goal and the participatively-set & moderate goal. The females perform better than the males in event of both the self-set & difficulty goal, assigned & moderate goal. Assigned & difficulty goal. (IT) Based on the results from the effect of the goalsource on the task performance, it is indicated that both the assigned goal and the selfset goal have better swimming performance than the participatively-set goal.(ill) Based on the results from the effect of the goal-difficulty on the task performance, it is indicated that the higher the goal-difficulty is, the better the task performance is.(IV) No difference is shown as existent on the results from the effect of the gender on the task performance. IT. the effect of the goal-difficulty and gender on the intrinsic motivation. (I )there is interactive effect of the goal-source, goal-difficulty and gender on the intrinsic motivation: 1. With different source and difficulty, the males in the self-set goal section have better intrinsic motivation than those in the participatively-set goal section, only when the goal is difficult. 2. With different source and difficulty, the females students in the assigned goal section would have better intrinsic motivation than those in self-set goal section, when the goal is easy. In case of the difficulty goal, the participatively-set goal section would have better intrinsic motivation than the assigned goal section. When the participatively-set is involved, the intrinsic motivation in the difficult goal section would be better than that in the moderate goal section. 3. When the male is compared with female, the former would have higher intrinsic motivation than the female for such compositions as selfset & easy goal, self-set & difficult goal and participatively-set & moderate goal. (IT ) The results from the effect of the goal-source on the intrinsic motivation indicated that the self-set goal has the higher intrinsic motivation than the participatively-set goal.(ill) According to the results from the effect of the goal-difficulty on the intrinsic motivation, it is indicated that the difference exists. However there is no striking difference existent between them in respect of the follow-up comparison results. (IV) It is shown that no difference as exists subject on the results from the effect of the gender on the intrinsic motivation.


    

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