| Summary: | 博士 === 國立體育大學 === 體育研究所 === 95 === The purpose of this study was to apply self-determination theory to construct a model of leisure motivation for the adolescents. Autonomy support, basic need satisfaction, leisure motivation, leisure involvement, and leisure satisfaction were included in the theoretical model. Autonomy-supportive beha- viors derived from significant others, namely parents, peers, and teachers, were selected for social factors. Perceptions of autonomy, competence, and relatedness represented psycholo- gical mediators. A self-determined motivation index was used to integrate the scores from different motivational subscales under one score. Leisure involvement and leisure satisfaction were variables as behavior consequences. Using stratified cluster sampling method, a group-administrated questionnaire was sent to 1,000 high school students in Taoyuan County and a survey was conducted. 990 questionnaires returned, however, 806 of them were valid and used for further data analysis. LISREL was used to estimate the parameters and fit indices of the model by 403 calibration samples. To confirm the estimated model, cross-validation analysis was applied to replicate the estimated model by another 403 validation samples. The
findings of this study were summarized as following:
1. Autonomy-supportive behaviors derived from parents and peers had a significant positive effect on adolescents’ autonomy. That is, the more autonomy supportive the parents
and peers were, the more autonomy the adolescents
perceived.
2. Autonomy-supportive behaviors derived from parents and peers had a significant positive effect on adolescents’ competence. That is, the more autonomy supportive the parents and peers were, the more competence the adolescents
perceived.
3. Autonomy-supportive behaviors derived from peers had a significant positive effect on adolescents’ relatedness. That is, the more autonomy supportive the peers were, the more
relatedness the adolescent perceived.
4. The different sources of autonomy-supportive behaviors had different direct effects on psychological need satisfaction. Among them, the autonomy-supportive behaviors derived from peers had the strongest effect, following were parents
and teachers.
5. Perception of autonomy had a significant positive effect on leisure motivation. That is, the more autonomous the adolescents perceived, the more they will be motivated by
self-determine.
6. Perception of competence had a significant positive effect on leisure motivation. That is, the more competent the adolescents perceived, the more they will be motivated by
self-determine.
7. Perceptions of relatedness had a significant positive effect on leisure motivation. That is, the more relatedness the adolescents perceived, the more they will be motivated by
self-determine.
8. The different basic needs had different direct effects on leisure motivation. Among them, competence had the
strongest effect, following were relatedness and autonomy.
9. The leisure motivation was significant positive effect on leisure involvement. That is, high levels of self-determined
leisure motivation led to high levels of leisure involvement.
10. High levels of leisure involvement led to high levels of leisure satisfaction. In other word, the more involve in
leisure, the more positive their leisure satisfaction.
11. The results showed that the modified model fit the data satisfactorily and the cross-validation test confirmed the model’s stability and predictive. It means that the modified
model can be replicated for another adolescent sample.
Based on the findings above, some advice were proposed not only for decision makers, planners, and managers of the leisure service delivery systems, but also adolescents’ parents and teachers were. Lastly, future research orientations were proposed and interpreted.
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