課後運動參與對國小學童希望感與同儕互動之研究

A Study of Relationships between Hope and Peer Interaction Relationships on Elementary Student’s Participation in After-School Sports

目的：本研究主要在探討兒童課後運動參與對希望感與同儕互動關係之差異情形，進一步探究參與課後運動兒童在希望感與同儕互動關係之關聯性。方法：對象為北部地區某小學四年級學童共94位(42位女生、52位男生)，施以「課後運動參與問卷」、「兒童希望感量表」與「國小兒童同儕互動關係量表」，採用單因子多變量變異數分析、皮爾遜積差相關、階層迴歸進行資料分析。結果：一、有無參與課後運動學童的希望感無顯著差異，其希望感得分都算高；不同課後運動參與的學童在同儕互動關係有顯著差異，無參與課後運動班兒童的正向同儕互動關係顯著高於參與課後運動班的兒童，參與課後運動班兒童的負向同儕互動關係顯著高於無參與課後運動班的兒童；二、希望感顯著預測正向與負向同儕互動關係。結論：學童在學習的歷程中有正向的心理特質，可能產生正面良好的同儕互動關係。學習者的希望感與同儕互動關係在運動情境交互影響下，可能會受到其他教學或學習要素影響，未來需要進一步的驗證。

The purpose of this study was to investigate the relationships between peer interaction relationships and hope after-school of children. A total of 94 4th grade students (42 girls, 52 boys) were selected from an elementary school in North of Taipei City. All the students are surveyed by“Sports Type After-school Questionnaire”,“Peer Interaction Relationship Scale”and“Children’s Hope Scale”. The data are analyzed through MANOVA, Pearson correlation analysis and Hierarchical Regression. The results are: 1) There is no significant difference between students who participated and non-participated in after-school sports classes, and their scores of hope are all considered high. In peer interaction relationship, there have significant differences between the two groups. The score of positive peer interaction relationship of non-participated in after-school sports class students is significantly higher than those who participated in after-school sports class students. The score of negative peer interaction relationship of participated in after-school sports class students is significantly higher than those who non-participated in after-school sports class students; 2) hope could significantly predicted students' positive and negative peer interaction relationship. In conclusion, students have positive peer interaction relationship could have more emotional intelligence in learning, and could enhance the possibility to achieve learning goal. The learner's hope and peer interaction may be affected by other teaching or learning elements under the influence of sports situation, and further verification is needed in the future.