體育課賦權和削權動機氣候量表之中文化與修訂

The development of Chinese-version empowering and disempowering motivational climate questionnaire in physical education

緒論：本研究依據Duda（2013）將成就目標理論結合自我決定理論所發展的理論基礎，主要目的為編製一份具有信度及效度並適合測量大學生參與體育課所知覺教師塑造的賦權動機氣候和削權動機氣候的工具。方法：本研究採用調查法，包含三階段。第一階段以Milton等（2018）發展的體育課賦權和削權動機氣候為藍本進行中文版題目編製。第二階段預試259名大專體育課學生為研究對象，採用探索性因素分析建立因素結構、題目鑑別度與內部一致性。第三階段正式施測499名大專體育課學生為研究對象，使用驗證性因素分析，進行信效度檢驗，再以內在動機和樂趣作為效標，檢驗賦權和削權動機氣候內在動機和樂趣的預測力。結果：探索性因素分析結果量表共有二個因素，分別為賦權動機氣候與削權動機氣候，共計34題，總解釋變異量為61.04％，顯示量表具有因素效度，有良好的內部一致性、驗證性結果顯示整體測量模式達到可接受的整體適配標準。結論：本量表具有良好的內部一致性係數、因素效度與效標關聯效度，可應用在大學體育課中，測量教師塑造賦權和削權動機氣候的工具，並提供未來大學生參與體育課動機相關研究的工具。

Introduction: Based on the hierarchical conceptualization of the motivational climate that derives from self-determination and achievement goal theories (Duda, 2013), the purpose of this study was to develop a Chinese-version Empowering and Disempowering Motivational Climate Questionnaire (EDMCQ) to measure the empowering and disempowering motivational climate created by teachers in college physical education. Methods: The present research adopted a survey method with three procedures. In procedure one, the original EDMCQ (Milton et al., 2018) was translated into Chinese. Two hundred and fifty-nine college students in physical education classes were recruited to participate in the pilot study. In procedure two, exploratory factor analysis (EFA) was used to examine the factorial structure, item discrimination, and internal consistency of the questionnaire. In procedure three, the formal questionnaire was distributed to 499 college students in physical education. Confirmatory factor analysis (CFA) was applied to examine the reliability and validity. Framed within empowering and disempowering motivational climates, intrinsic motivation and enjoyment were used to assess predictive validity. Results: The results of exploratory factor analysis showed a two-factor empowering and disempowering motivational climate questionnaire with 34 items, one item was deleted due to cross-loading. Two factors accounted for 61.04% of the total explained variance. Additionally, the result of the confirmatory factor analysis of the overall index model was found to be an acceptable overall fit. Conclusion: The results of this study indicated that the Chinese-version EDMCQ in physical education showed good coefficients of internal consistency, factorial validity, criterion-related validity, which could be a valuable tool in measuring instructor-created motivational correlates in collegiate physical education.