| Summary: | 碩士 === 國立臺灣師範大學 === 衛生教育學系 === 93 === Stage of Exercise Behavior and its Influential Determinants of Students in a High School.
Abstract
The main purpose of this study was to investigate the relationship between The stage of change for exercise and its influential determinants of high school students in Taipei City. This study also examined whether Self-efficacy for exercise, Social support for exercise, Self-regulation for exercise, Enjoyment for exercise, and Outcome expectation value for exercise can tell significant differences among five stages of exercise. The data were collected through self- administered questionnaires. The subjects of this survey were selected from students at a certain high school in Taipei. By using a stratified cluster sampling method, 734 of the valid samples chosen randomly were collected. Descriptive statistics, Chi-square test, t-test, one-way ANOVA, Pearson product-moment correlation, and one-way MANOVA were used to analyze the data. The results of this research were as follows:
1. In stages of exercise behavior change, 8.7% of the subjects were in Precontemplation, 16.2% in Contemplation, 56.9% in Preparation, 4.0% in Action, and 14.2% in Maintenance.
2. Gender, grade, and sport team participation were significantly related to The stage of change for exercise.
3. In Self-efficacy for exercise, there are significant differences among subjects of The stage of change for exercise, namely, Maintenance > Action > Preparation> Contemplation > Precontemplation.
4. In Social support for exercise, except the stages from Preparation to Action and the stages from Precontemplation to Contemplation, the other pairs have significant differences among subjects of The stage of change for exercise.
5. In Self-regulation for exercise, except the stages from Precontemplation to Contemplation, the other pairs show significant differences among subjects of The stage of change for exercise.
6. In Enjoyment for exercise, except the stages from Action to Maintenance and the stages from Preparation to Action, the other pairs show significant differences among subjects of The stage of change for exercise.
7. In Outcome expectation value for exercise, except the stages from Action to Maintenance and the stages from Preparation to Action, the other pairs have significant differences among subjects of The stage of change for exercise.
8. All in all, Self-efficacy for exercise, Social support for exercise, Self-regulation for exercise, Enjoyment for exercise, and Outcome expectation value for exercise made significant differences to distinguish stage from stage. There is a significantly positive relationship between the five important variants and The stage of change for exercise.
Suggestions of future researches and promotion of the stage of change for exercise in the high school are advocated at the end of this thesis.
Key words: high school student, the stage of change for exercise, Self-regulation for exercise
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