體育師資培育生學科學習之探究：以三重效能模式為基礎

Learning of pre-service physical education teachers: Tripartite efficacy beliefs perspectives

體育師培生的學習歷程是師培領域備受重視的議題之一，學科學習對體育師培生而言，在專業養成與職涯發展上都扮演了相當重要的角色。目的：本研究旨在以Lent與Lopez（2002）的三重效能模式為基礎，檢驗自我效能、他人效能及關係推論效能等三種效能信念對於體育師培生學科學習投入的預測情形，並且檢驗他人效能及關係推論效能是否會透過自我效能的中介，進一步預測學科學習投入。方法：本研究採問卷調查法，研究參與者為316位體育師培生，所得資料以結構方程模式進行分析。結果：師培生的自我效能、他人效能及關係推論效能皆可正向預測學科學習投入，其中關係推論效能會透過自我效能的中介進一步預測學科學習投入；但自我效能為他人效能與學科學習投入之間中介變項的假設則未獲得支持。結論：本研究以多重角度的能力信念模式，確認了三種效能信念與體育師培生學科學習的影響，突破過去研究以單一自我效能途徑解釋學習歷程的不足。基於研究發現，本研究建議師培課程或自主學習團隊可適時加入一些互動性策略來提升體育師培生的他人效能與關係推論效能，進而提升其學科學習投入程度。

The learning process of pre-service physical education teachers is a crucial issue in the field of PE teacher education. Therefore, pre-service PE teachers’ academic learning plays an important role in their expertise cultivation and career development. Purposes: This study examined whether preservice PE teachers’ self-efficacy, other-efficacy, and relation-inferred efficacy could predict their engagement in academic learning based on the tripartite efficacy beliefs model proposed by Lent and Lopez (2002). The mediating role of self-efficacy in the relationship between other-efficacy or relation-inferred efficacy and engagement in academic learning was also examined. Methods: Data were collected from a sample of 316 pre-service PE teachers (60.76% male, 39.24% female; mean age 20.45 years). The teachers’ perceptions of self-efficacy, other-efficacy, relation-inferred efficacy, and engagement in academic learning were measured using different validated questionnaires. Structural equation modeling with maximum likelihood estimation was used for data analysis. Results: Self-efficacy, other-efficacy, and relation-inferred efficacy of pre-service PE teachers could positively predict their engagement in academic learning. The relationship between relation-inferred efficacy and engagement in academic learning was mediated by self-efficacy. However, the hypothesis that pre-service PE teachers’ self-efficacy would play a mediating role in the relationship between other-efficacy and engagement in academic learning was not supported. Conclusions: This study confirmed the effects of different efficacy beliefs on pre-service PE teachers’ academic learning based on the tripartite efficacy beliefs model, which narrowed the gap by using only self-efficacy to explain the learning process. The findings suggest that interactive strategies could be introduced to teacher training or self-learning groups to promote other-efficacy and relation-inferred efficacy of pre-service PE teachers and further advance their engagement in academic learning.