| Summary: | 碩士 === 臺北巿立體育學院 === 運動教育研究所 === 98 === The purposes of this study were to (a) identify learning motivation and learning satisfaction of specialized discipline status of athletic class students in the Vocational and Senior High Schools in Taipei; (b)compare the differences among selected demographic variables on learning motivation; (c)compare the differences among selected demographic variables on learning satisfaction of specialized discipline ; and (d) analyze the relationships between learning motivation and learning satisfaction of specialized discipline.
The questionnaire survey was utilized for the data collection including (a) demographic information sheet; (b) scale of learning motivation of athletic class student; and (c) scale of learning satisfaction of specialized discipline of athletic class student. This study used forty-three athletic classes of the vocational and senior high schools in Taipei for the 2008 academic year as research subjects. A total of 860 questionnaires were distributed to each class by random sampling. From the survey returned,730 were coded. The response rate was 85%. Descriptive statistics, t-test, one-way ANOVA, Scheffe's Post Hoc Comparison and Pearson Product-Moment correlation were computed for data analysis. The conclusions were as following:
1. The students of athletic class in the vocational and senior high schools in Taipei were moderately high on learning motivation and learning satisfaction of specialized discipline.
2. The significant difference was found on gender, best performance of personal sports competition, academic performance, lodging or not,the intention of entering higher education and whether the student of Junior high school attend in athletic class on learning motivation.
3. The significant difference was found on graders, best performance of personal sports competition, academic performance, the intention of entering higher education and whether the student of Junior high school attend athletic class on learning satisfaction of specialized discipline.
4. Learning motivation and learning satisfaction of specialized discipline were positively correlated significantly.
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