A Study of the Leisure Exercise Participation and Achievement Motivation of Junior High School’s Dropout Students

• Main Authors: CHANG YUNG CHI, 張永吉
• Other Authors: Tseng Cheng Ju
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/82338028316616742302

碩士 === 亞洲大學 === 休閒與遊憩管理學系碩士在職專班 === 99 === In recent years, since the rapid variation of society, utilitarianism, and the perishing of morality, the social problems emerged in an endless stream. The education system has also under challenged and impacted from the lower studying aspiration of students and the separation relationship between teachers and students. In the mean time, since the results of “10- year education reformation”, the disorder of school’s education system caused the increasing pressure of students. This phenomenon also caused the increasing number of dropout students. According to the statistics of Education Department, there were 5,063 junior high school dropout students in 98th education year. This purpose of this research is wishing to realize the leisure participation situation and achievement motivation of junior high school dropout students. According to the actual information from the survey, the item analysis, reliability analysis, confirmatory factor analysis, description statistic, independent- sample t test and ANOVA were used to progress the data statistic and analysis, the results are as follow: 1. The leisure exercise participation of junior high school’s dropout students. The most period of leisure exercise participation is “1-2 period”, the most participated time is “31-60 minutes”, the most participated during 0800 to 1200 o’clock in the weekend. The most accompanies are classmates, the main location is the school gym, and the most participated object is to release pressure. 2.The most expected leisure exercise of junior high school’s dropout students include basketball, volleyball, badminton, table tennis, tennis, pool ball, and swimming. 3. The means of achievement motivation is 4.34 with high level. And the means of each dimension in turn of victory orientation, selfhood orientation, challenge orientation and achievement orientation. 4. The achievement motivation has significant difference among different gender, identification, parent’ marriage condition, parent’ social- economic status, and parent’ expectation. 5. The achievement motivation didn’t have significant difference among different grades and whether participated in the school group and school team.