| Summary: | 博士 === 國立體育大學 === 體育研究所 === 101 === The main purpose of this study is to utilize Turner’s (2007) emotional theory and qualitative research to construct the relationship model among emotional experience, courses selection, and exercise behavior of college students toward physical education. Quantitative method was then adopted to examine the fit degree of the proposed relationship model in order to seek the most reasonable cause-and-effect relations for constructing the best relationship model. The population for this study was college students from northern, central, southern, and eastern Taiwan. Regarding qualitative research, purposive sampling method and semi-structure protocol instrument were adopted to interview 18 college students. Regarding quantitative research, questionnaires sent to 1246 selected college students included 305 pre-test samples, 466 for examining scale validity and reliability, and 475 for testing the model appropriateness using cluster sampling method. The scales of physical education’s emotional experience, and courses selection and exercise behavior of college students were quantitative scales. Concerning research procedure, this study firstly analyzed the interviewed verbatim using ground theory. The SEM approach was then employed to examine the relationship model.
The results show that physical education’s emotional experience of college students covered both positive and negative emotions, which in turn formed antagonistic relationships. Course selection and exercise behavior of college students included four dimensions of positive support, negative denying, self-consideration, and peer-consideration.
In addition, college students’ emotional experience (positive and negative) have significant mediating impact on attitude of physical education (positive support and negative denying) on the motives; considering by both of our peer and personal intention upon the selection of courses and exercise. Moreover, the attitude of positive support physical education can reduce the generation of negative denying attitude on physical education. Finally, peer-consideration moderated college students’ self course selection and exercise behavior.
This study was initially based on the qualitative method to construct the relationship model among emotional experience, course selection, and exercise behavior of college students toward physical education. This study remains several shortcomings. Despite all indicators obtained preliminary verification through qualitative research, future studies can further examine the impacts of teachers’ instructions on students’ positive emotional experience through qualitative research. Comparisons among teachers’ instructional contents and the impacts of emotional interactions between teachers and students on students’ learning efficiency are recommended. Future studies are also encouraged to verify the impacts of emotional interactions among teachers, students, and peers on physical education learning and examine the relationship model among emotional experience, attitude, and behavior on different subjects. As such, the development of practical instructions on physical education and emotional theory will definitely bring about more contributions.
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