| Summary: | 碩士 === 東海大學 === 教育研究所 === 105 === The purpose of this study was to explore the relations between the learning adaptation, the social support and the well-being of athletic class students in junior high school. Survey methodology was adopted.
The survey questionnaire included “personal background”, “learning adaptation scale” and “social support scale”. The subjects are athletic class students in junior high school in Taichung. Total valid questionnaires received are 714. Data obtained from the survey are analyzed with descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation and stepwise multiple regression analysis. Significant results were as followed:
1. The learning adaptation, the social support and the well-being was above average among athletic class students in Junior high school in Taichung.
2. Boys were significantly higher than girls on physical training adaptation, family support, self affirmation, life satisfaction, physical and mental health and well-being.
3. The third year athletic class students were significantly higher than the second year ones on teacher support.
4. The athletic class students have one to three years training were
significantly lower than the ones under one year, three to five years and over five years on family support.
5. The athletic class students live in dormitory were significantly higher than the ones don’t live in dormitory on falimy support.
6. The athletic class students join the cram school were significantly higher than the ones don’t join the cram school on subject learning adaptation, interpersonal relationship adaptation and whole learning adaptation.
7. The learning adaptation and social support had high positive correlation with the well-being of athletic class students in Taichung.
8. The learning adaptation and social support can interpret the well-being of athletic class students in Taichung, especially “interpersonal relationship adaptation”.
According to the results of this study, I propose some suggestions for schools, parenting education, policy formulation and further study.
|
|---|
