不同目標取向與自覺運動能力的大學生對體育課需求的事前期望、事後感受與滿意度之研究

The Expectation, Perception, and Need Satisfaction of Need Factors of P. E. Class for The Undergraduate Students with Different Goal-Orientation and Perceived Sport Ability

本研究的目的是在探討不同目標取向和自覺運動能力的大學生對體育課需求因素滿意度的比較研究。應用Parasuraman，Zeithaml，and Berry（1985）所提出的「服務品質模式」理論，來比較不同目標取向與自覺運動能力的大學生對體育課需求因素的事前期望、事後感受與滿意度的差異。受試對象為國內十所綜合大學及十所技術學院和科技大學，共二十所大學院校的1594位學生。以「運動目標取向量表」、「自覺運動能力量尺」和「大學生體育課需求量表」為研究工具，測量受試者對體育課需求因素的事前期望、事後感受和滿意度的差異。所獲研究結果如下：（一）在目標取向方面的大學生在體育課需求的六個因素事前期望、事後感受都有差異存在，而滿意度只有放鬆壓力因素有差異存在。（二）在自覺運動能力方面的大學生在體育課需求的六個因素事前期望、事後感受都有差異存在，而滿意度只有運動表現和學分成績因素沒有差異存在。The purpose of this study was to explore different sport goal-orientations and perceived sport abilities of undergraduate students for essential components of physical education course: pre-expectation, post-experience and satisfaction. One thousand and five hundred ninety four participants were recruited from ten universities and ten technology universities. Service quality model (Parasuraman, Zeithaml & Berry, 1985) was applied to compare with the differences in undergraduate student with sport goal-orientations and perceived sport abilities for essential components of physical education courses including pre-expectation, post-experience and satisfaction. Three scales were used in this study in order to explore undergraduate student's pre-expectation, post-experience and satisfaction in physical education course. The results are as following: (1) For the undergraduate student of sports goal-orientations, there is a significant difference between pre-expectation and post-experience in the six factors of physical education courses. But only relaxation factor achieve significant difference in satisfaction domain. (2) For the undergraduate student of perceived sport abilities, there are significant differences between pre-expectation and post-experience in the six factors of physical education courses. Besides, there is no difference in sport performance factor and score factor in satisfaction domain.