The Study of Dance SportParticipating Motivation,Participating Constraint andLearning Satisfaction ofElementary School Students

• Main Authors: HSIA, CHUN-YA, 夏群雅
• Other Authors: LAI, CHENG-HAO
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/77725439303566104259

碩士 === 亞洲大學 === 休閒與遊憩管理學系 === 104 === The purpose of the study is to discuss the overall impacts including the factors such as participating motivation, and children’s’ internal mental and external constraint. The study also discusses the approach to lead elementary school students to acquire sense of achievement while learning dancing sport, for further positive and sustained learning process. Study participants were intermediate- and higher-grade elementary school student joining 2016 Taoyuan City international Dancesport Championship. Among the distributed questionnaires, 287 effective copies were returned with recovery rate of 83%. Results are concluded as below. (1) “Enjoyment of sport” is primary factor impacting participating motivation of elementary school student. “External structure” is primary factor impacting participating constraint. “Relationship among peer teachers” is primary factor impacting learning satisfaction of elementary school student. (2) Most dancesport players are in third-grade, and girls are more than boys. Their experiences of playing dancesport are over one year and less than two year. Educational levels of their parents are mostly at least undergraduate degree, and have no experiences in dancesport. the children having experiences in dancesport performance and competition are major group. (3) Participating motivation and participating constraint is in significantly positive correlation. Children do not feel lower participating constraint while they have stronger participating motivation. Participating motivation and learning satisfaction is in significant positive correlation. The stronger the learning motivation is, the more satisfaction in learning is. Participating constraint and learning satisfaction is in significant negative correlation. The higher the participating constraint is, the lower the learning satisfaction is.