體育課情境興趣量表中文化及信效度檢驗

Validation of the Chinese version of the situational interest scale

緒論：本研究旨在中文化Chen, Drast,與Pangrazi（1999）發展之情境興趣量表（Situational Interest Scale, SIS），並檢驗其中文化後的信度與效度。方法：研究分為三個階段，階段一為英文版量表的中文翻譯，並以275位7－9年級國中學生為對象（男生152名、女生123名；平均年齡14.43±0.78歲），進行測量工具的驗證性因素分析；階段二以204位國小高年級學生為對象（男生113名、女生91名；，平均年齡11.48±0.50歲），與階段一國中學生的資料進行多群組分析（multiple group analysis）驗證測量工具在不同群組間的效度，並以27位8年級國中生（男14人、女13人，平均年齡13.15±0.36歲）以及57位國小高年級生（男生31人、女生26人；平均年齡11.39±0.56歲）進行再測信度分析；階段三以43位國小高年級學童（男23人、女20人；平均年齡10.35±0.32歲）驗證情境興趣各構面與情境興趣、技能的關係。結果：研究結果發現情境興趣量表（C－SIS）包含新奇、挑戰、專注需求、持續享受、探究意圖5個構面，加上整體情境興趣，共21題，各構面的測量模式與觀察資料有適當的適配度。本測量工具也具有跨群組不變性，適用於國小高年級學生，且各構面在兩周前後的再測信度分析，顯示具中高度的相關。最後，情境興趣各構面，除了挑戰之外，新奇、專注需求、持續享受、探究意圖與整體興趣有高度正相關，僅有探究意圖與技能呈正相關。結論：情境興趣量表經過中文化之後，具有不錯的信度和效度，未來研究可進一步運用情境興趣量表了解不同學習階段、學習內容、教學策略、分組形式等要素對學習者情境興趣的影響，幫助體育教師與研究者，提升學生的內在動機，以提升學習參與。

Introduction: The purpose of this study was to translate the Chinese version of the Situational Interest Scale (SIS, Chen, Drast & Pangrazi, 1999) and examine its reliability and validity. Method: Three stages were conducted in this study. At the first stage, the original SIS was translated into Chinese and administered to 275 7th and 9th grade of junior high school students (152 boys, 123 girls, 14.43 ± 0.78 years old) in order to perform a confirmatory factor analysis (CFA). At the second stage, we sampled 204 5th and 6th grade of elementary school students (113boys, 91 girls, 11.48 ± 0.50 years old) to complete SIS and examine its cross-group invariance. Further, we recruited 27 8th grade of junior high school students (14 boys, 13girls, 13.15 ± 0.36 years old) and 57 5th and 6th grade of elementary school students (31 boys, 26 girls, 11.39 ± 0.56 years old) for test-retest reliability analysis. At the third stage, we recruited 43 5th and 6th grade of elementary school students (23 boys, 20 girls, 10.35 ± 0.32 years old) to examine the relation between the Situational Interest and motor skill performance in physical education class. Results: It is indicated that the 21-item C-SIS comprised of five subscales including Novelty, Challenge, Attention Demand, Instant Enjoyment and Exploration Intention, and showed a good fit to the data observed. Further, the C-SIS demonstrated satisfactory cross-group invariance by using a sample of elementary school students, and all sources have high test-retest reliability. All dimensions, except for Challenges, were positively related to Total Interest. And only Exploration Intention and Skill had low and positive relationship in school physical education setting. Conclusion: The Chinese version of the SIS showed adequate psychometric properties and can be used to explore how students' situational interest influences physical activities. Also, PE teachers and researchers can use C-SIS to design learning tasks that appeal to student. Future studies are suggested to use the C-SIS to explore different learning phases, learning tasks, teaching strategies, groupings toward to learning achievement on students.