An Inquiry on Knowledge Acquiring Behavior Model of Serious Leisure Participants

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 fo...

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Main Authors: Hsiao, Jiabin, 蕭佳賓
Other Authors: Dr. Y.C. Tseng
Format: Others
Language:zh-TW
Published: 2011
Online Access:http://ndltd.ncl.edu.tw/handle/58971902302005686383
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spelling ndltd-TW-100NTNU57320102016-03-28T04:20:20Z http://ndltd.ncl.edu.tw/handle/58971902302005686383 An Inquiry on Knowledge Acquiring Behavior Model of Serious Leisure Participants 深度休閒者知識獲取行為模式之研究 Hsiao, Jiabin 蕭佳賓 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. Dr. Y.C. Tseng 曾永清 2011 學位論文 ; thesis 268 zh-TW
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description 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.
author2 Dr. Y.C. Tseng
author_facet Dr. Y.C. Tseng
Hsiao, Jiabin
蕭佳賓
author Hsiao, Jiabin
蕭佳賓
spellingShingle Hsiao, Jiabin
蕭佳賓
An Inquiry on Knowledge Acquiring Behavior Model of Serious Leisure Participants
author_sort Hsiao, Jiabin
title An Inquiry on Knowledge Acquiring Behavior Model of Serious Leisure Participants
title_short An Inquiry on Knowledge Acquiring Behavior Model of Serious Leisure Participants
title_full An Inquiry on Knowledge Acquiring Behavior Model of Serious Leisure Participants
title_fullStr An Inquiry on Knowledge Acquiring Behavior Model of Serious Leisure Participants
title_full_unstemmed An Inquiry on Knowledge Acquiring Behavior Model of Serious Leisure Participants
title_sort inquiry on knowledge acquiring behavior model of serious leisure participants
publishDate 2011
url http://ndltd.ncl.edu.tw/handle/58971902302005686383
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