| Summary: | 博士 === 國立臺灣師範大學 === 公民教育與活動領導學系 === 100 === People’s leisure quality and satisfication is highly influenced by the quality of his leisure knowledge and skills. To provide the people with appropriate leisure education and service, either leisure educator or practioner needs a theorial framework for understand systematically their knowledge behaviors. This research, basing on behaviorism learning theories, constructs the Serious Leisure Participant’s Knowledge Acquiring Model and test it with data collected through questionnaire.
Firstly, this research found that serious leisure partcipants indeed persist to acquire leisure knowledge and skills consistently as Stebbins stated. Their involvement in acquiring leisure knowledge and skills is singnificantly different subject to their age, resident area and education status.
Secondly, this research constructs the knowledge acquiring behavior model with four latent variables which are social influence, self pursuit, driving force for learning and acquisition involvement. The item and construct reliabilities as well as differenciated validity of the four measurement systems are good enough to construct the structural equation model. The fitness of this theoretically-constructed model is acceptable and improved according to its mofication index. This research finds that driving force for learning can directly and positively trigger knowledge acquisition behavior. It shows that driving force for learning is derived from the interaction of social influence and personal self pursuit. It means that a leisure educator or practioner can manipulate these two varialbles to trigger or support a serious leisure participant to learn more leisure knowledge and skills continueously.
Finally, the generalization ability of this modified model has also been verified by considering the gender, years to participate a mountain-climbing soceity and years to climb mountain. It is proved that the fitness of this model still is acceptable and the mean of the four constructs is equal. All of these show that the model is acceptable to explain the knowledge acquisition behavior of a serious leisure participant.
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